ethanporcaro/eric-fulltext-meta huggingface dataset:
Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs. Occasional Paper Series 43
Author: Pyscher, Tracey, Ed.
Date: 2020-04-00
Type: Collected Works - General
Subjects: Trauma,Social Development,Emotional Development,Teaching Methods,Culturally Relevant Education,Social Influences,Cultural Influences,Teacher Competencies,Classroom Environment,Altruism,Art Activities,At Risk Students,Violence,Student Needs,Teacher Role,Racial Bias,Emotional Response,Educational Practices,Faculty Development,American Indian Students,Coping,Elementary Secondary Education,Preschool Education,After School Programs,Experience,Social Justice,Homeless People

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed &quot;essential&quot; in almost every corner of the social services sector. The authors in this issue suggest that these programs often focus on those who are marginalized through race, class, and/or experiences of violence, including family violence, while ignoring the social conditions that create marginalization and its effects, and neglecting the many strengths and strategies deployed by these children and youth. This focus can lead to labeling and/or silencing legitimate expressions of resistance and difference in a quest to elicit specific types of behavioral and cultural conformity for students to be deemed &quot;learning ready.&quot; This issue explores the sometimes troubling beliefs and assumptions at work in popular social and emotional learning and trauma-informed pedagogies as well as some of the impacts of this new attention. This special issue begins with five articles that describe how implementations of SEL and TIP shape not only the systems they are set in, but the lives of children and youth who are served within them. The subsequent six articles move toward envisioning how educators and practitioners can rethink this work with and for the children and youth who are most profoundly impacted by SEL and TIP frameworks.
The Historical Roots and Theory of Change of Modern School Accountability. Making Next Year Count: Summer 2020 Accountability Series
Author: Spurrier, Alex
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Accountability,Educational History,Equal Education,Academic Standards,Educational Assessment,Academic Achievement,At Risk Students,Low Income Students,Minority Group Students,English Language Learners,Students with Disabilities,Public Schools,Elementary Secondary Education,Politics of Education,Educational Legislation,Federal Legislation,State Legislation,Educational Policy,COVID-19,Pandemics

This brief is part of a four-part series examining the past, present, and future of modern school accountability systems. With the dual forces of the COVID-19 pandemic and the national call to action on racial inequity, the question of how we should measure and hold schools accountable for the impact they have on students is more urgent than ever. This brief examines how today's school accountability policies are supposed to work and how they have evolved over the course of several decades. The authors argue that the core objective of accountability--higher and more equitable outcomes for students--must remain at the center of policymakers' decisions, particularly as they navigate the uncertain landscape of schooling during a global pandemic.
Assessment and Accountability in the Wake of COVID-19. Making Next Year Count: Summer 2020 Accountability Series
Author: Spurrier, Alex
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Assessment,Accountability,Equal Education,School Closing,Testing,Progress Monitoring,Students with Disabilities,English Language Learners,Attendance,COVID-19,Pandemics

This brief is part of a four-part series examining the past, present, and future of modern school accountability systems. With the dual forces of the COVID-19 pandemic and the national call to action on racial inequity, the question of how we should measure and hold schools accountable for the impact they have on students is more urgent than ever. This brief begins by describing the need for states to monitor and track student performance in the wake of the COVID-19-related school closures. It continues by outlining some of the challenges states will face to restart their testing and accountability systems, as well as potential solutions.
The Impact of Standards-Based Accountability. Making Next Year Count: Summer 2020 Accountability Series
Author: Spurrier, Alex
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Academic Standards,Accountability,Equal Education,Educational Policy,State Standards,National Standards,Student Evaluation,Testing,Institutional Evaluation,Educational Quality,Standard Setting,COVID-19,Pandemics

This brief is part of a four-part series examining the past, present, and future of modern school accountability systems. With the dual forces of the COVID-19 pandemic and the national call to action on racial inequity, the question of how we should measure and hold schools accountable for the impact they have on students is more urgent than ever. This brief assesses the successes and challenges of standards-based accountability, the relative strength of its component parts, and the evolution of public and political support to sustain these policies.
Effects of a Multifaceted Classroom Intervention on Racial Disproportionality
Author: Gion, Cody
Date: 2020-00-00
Type: Reports - Research
Subjects: Disproportionate Representation,Student Behavior,Cultural Relevance,Teacher Behavior,Positive Reinforcement,Intervention,Student Attitudes,Preferences,Coaching (Performance),Feedback (Response),Visual Stimuli,Equal Education,Racial Differences,Racial Bias,Elementary Schools,Middle Schools,Discipline,Suspension,African American Students,Minority Group Students,Urban Schools

This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). The intervention had three main components: (a) an activity to increase the cultural responsiveness of classroom behavior expectations (the personal matrix), (b) a tool to assess individual students' preferred and non-preferred ways to receive immediate acknowledgement for desired behaviors (the praise preference assessment), and (c) coaching with visual performance feedback to heighten awareness of racial disparities in use of praise and reprimands and set goals for racial equity (using a modified version of the Classroom Check-up). The design was a concurrent multiple-baseline single-case design across four general education teachers ranging from kindergarten to seventh grade meeting What Works Clearinghouse standards. Results from the study indicate a functional relation between the intervention and increased rates of praise and decreased rates of reprimands for African American students. Findings from this study suggest that changing teacher use of praise and reprimands may help to increase racial equity in schools. [This paper will be published in &quot;School Psychology Review.&quot;]
The Landscape of Inclusion: How Teachers in British Columbia Navigate Inclusive Education Policy and Practice. BCTF Research Report
Author: Gacoin, Andrée
Date: 2020-01-00
Type: Reports - Research
Subjects: Foreign Countries,Inclusion,Educational History,Regular and Special Education Relationship,Educational Policy,Barriers,Faculty Workload,Teacher Burnout,Cooperative Planning,Time,Public Education,Educational Finance,Resource Allocation,Teaching Conditions

Over the past ten years, the landscape of inclusive education in British Columbia (BC), Canada, has shifted in complex and often contradictory ways. Changes include: revisions to the Ministry's Special Education Manual (BC Ministry of Education, 2016b); the ongoing development of a re-designed curriculum (BC Ministry of Education, 2015); the privatization of special education services (e.g. BCTF, 2017); the promotion of inclusive education delivery models such as Response to Intervention (e.g. Cavendish, Menda, Espinosa, &amp; Mahotiere, 2016); the development of a new Individualized Education Plan template (BC Ministry of Education, 2016a); and a review of the provincial education funding model (BC Ministry of Education, 2018). Layered over these changes are ongoing challenges in restoring Collective Agreement provisions related to class size and composition and acute shortages of both teachers and educational assistants (CBC News, 2018). This paper presents teacher perspectives that invite us into a conversation about how to advocate for teaching and learning conditions that support all students with diverse learning needs
Making Education Everyone&apos;s Business: Three Studies of Successful Education Advocacy
Author: Robson, Kelly
Date: 2020-05-00
Type: Reports - Research
Subjects: School Business Relationship,Business,Advocacy,Educational Practices,Elementary Secondary Education,Higher Education,Organizations (Groups),Educational Legislation,Partnerships in Education,Agenda Setting

Business leaders have long been engaged in all levels of education reform, but the economic crisis of the 1980s spurred a renewed sense of urgency and activity. Business leaders saw education as key to addressing many of the country's economic problems, including high unemployment, foreign competition, and declining productivity. As the economy recovered and the standards and accountability movement gained traction in the 1990s, business organizations refocused their efforts on strengthening their states' education standards as part of a broader effort to prepare students for jobs in technology and other expanding industries. Business leaders have a critical role in ensuring that the education systems enable young people to gain the skills, knowledge, and experiences they need to be successfully employed in the current and future economy. Their voices can be powerful tools to help shape policy, champion programs, and advocate for greater coordination and alignment between the K-12, higher education, and workforce systems. This paper profiles three business advocacy organizations that have recently supported successful education legislation, with the goal of surfacing lessons that are broadly applicable to other business advocacy organizations interested in pursuing education advocacy work on behalf of students' long-term economic success.
British Columbia Early Learning Framework: A Guide for Families
Author: Ministry of Education (British Columbia)
Date: 2020-00-00
Type: Guides - General
Subjects: Early Childhood Education,Child Development,Well Being,Child Rearing,Family Role,Family School Relationship,Family Influence,Family Environment,Indigenous Knowledge,Interpersonal Relationship,Interpersonal Communication,Literacy,Identification (Psychology),Social Responsibility,Diversity,Learning Activities,Foreign Countries

The Early Learning Framework is a document written primarily for educators and others involved in and supporting early learning, with a focus on children from birth to age eight (approximately grade 3). The Framework recognizes that families have the most important role in the development of their children's well-being and learning. Nurturing a sense of well-being and belonging is based on children's relationship with their families, communities, and their cultures, environments and the world. Families are the first teachers of their children. Through families, children may hear stories, poems, rhythms, chants, and songs that connect to their cultures and traditions. Throughout the Early Learning Framework, educators are encouraged to collaborate, communicate and wonder about children's learning with families. Families may choose to begin a dialogue with their child's educator to learn more about the Early Learning Framework, and how it supports their child's early learning. This document discusses the importance of families; the Early Learning Framework; the vision of the Framework; the two key sets of principles of learning in the Framework; the four living inquiries in the Framework; and the role of families. [For the revised &quot;British Columbia Early Learning Framework&quot; (2019), see ED605504.]
Recovering from the Recession: Pressures Ease on California&apos;s Largest School Districts, but Stresses Remain. Report
Author: Freedberg, Louis
Date: 2013-08-00
Type: Reports - Evaluative
Subjects: Stress Variables,School Districts,Economic Impact,Job Layoff,Class Size,School Schedules,School Counselors,Summer Programs,Enrollment Trends,Unemployment,Poverty,State Legislation,Budgets,Educational Finance,Teachers,School Safety,Accountability,Common Core State Standards,Elementary Secondary Education,National Surveys,Health Insurance,Housing,Primary Education

&quot;Stress factor&quot; is defined as any internal or external influence that makes it more difficult for a school or district to carry out its basic mission of providing a high quality education to all its students, as well as to ensure that its students succeed on state and federal accountability measures. This report identifies 11 such stress factors. &quot;Internal&quot; stress factors include teacher layoffs, larger class sizes, fewer instructional days, fewer counselors, cutbacks in summer school, and security threats. &quot;External&quot; stress factors are declining enrollments, increasing childhood poverty, high unemployment, foreclosures, and health insurance coverage. In February 2013, EdSource sent e-mail surveys on these stress factors to California's 30 school districts with the largest enrollments. This report describes the multiple challenges faced by the school districts as &quot;stress factors,&quot; and shows whether these stresses have increased, diminished, or stayed the same since 2011-12 and, in some areas, since 2007-08 before the recession began. [For a related report, see &quot;Schools under Stress: Pressures Mount on California's Largest School Districts&quot; (ED606405).]
Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research
Author: Kini, Tara
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Teaching Experience,Teacher Effectiveness,Correlation,Achievement Gains,Attendance,Teaching Conditions,Collegiality,Elementary Secondary Education,Public School Teachers,Mathematics Achievement,Reading Achievement,At Risk Students,Peer Influence,Educational Policy,Teacher Distribution,Educational Legislation,Federal Legislation,Student Characteristics,Racial Differences,Ethnicity,Socioeconomic Status,Gender Differences

Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report &quot;Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief,&quot; see ED606427.]
Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief
Author: Kini, Tara
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Teaching Experience,Teacher Effectiveness,Correlation,Achievement Gains,Attendance,Teaching Conditions,Collegiality,Elementary Secondary Education,Public School Teachers,Mathematics Achievement,Reading Achievement,At Risk Students,Peer Influence,Educational Policy,Teacher Distribution

To determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession, this brief summarizes the key findings from a critical review of the relevant research. A renewed look at this research is warranted due to advances in research methods and data systems that match student data with individual teachers, which have allowed researchers to more accurately answer this question. Based on our review of 30 studies published within the last 15 years that meet rigorous methodological criteria in analyzing the effect of teaching experience on student outcomes in the United States, we find that: (1) Teaching experience is positively associated with student achievement gains throughout a teacher's career; (2) As teachers gain experience, their students are more likely to do better on other measures of success beyond test scores, such as school attendance; (3) Teachers make greater gains in their effectiveness when they teach in a supportive and collegial working environment, or accumulate experience in the same grade level, subject, or district; and (4) More experienced teachers confer benefits to their colleagues, their students, and to the school as a whole. These conclusions suggest that policymakers should support policies and investments that (a) advance the ongoing development and professional growth of an experienced teaching workforce, and (b) increase the retention of experienced and effective teachers. [For the full research report &quot;Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research,&quot; see ED606426.]
Recovery and Renewal: Principles for Advancing Public Education Post-Crisis
Author: Wiener, Ross
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Public Education,Educational Change,Educational Quality,Equal Education,Educational Strategies,Agenda Setting,Educational Innovation,Educational Improvement,Educational Principles,Distance Education,Holistic Approach,COVID-19,Pandemics

The coronavirus pandemic has upended the school year for 50 million American students, and revealed the best and worst of public education: the best in terms of the heroic response by so many educators, support staff, students, and parents; the worst in terms of the intense light shone upon inequities that plague our system. As policymakers and education leaders plan to re-open buildings for school year 2020-21, they face important questions about how to capitalize on our strengths and finally deal with our weaknesses. We must be clear-eyed that inequity outside of school -- like food insecurity, the digital divide, and the uneven experience of stress and trauma -- is replicated and exacerbated by pervasive inequity &quot;inside&quot; of school. Going back to the status quo ante would leave many students and communities without what they need educationally. Therefore, the nation's response to the pandemic must re-open schools and renew the promise of public education as an engine of opportunity. In this paper, the Institute's Education &amp; Society Program proposes five principles to guide recovery and renewal: (1) Ensuring equity and engagement; (2) Using a holistic view to set a coherent strategy; (3) Being guided by the science of learning; (4) Taking a long-term view of student success; and (5) setting an agenda for innovation and continuous improvement. These five principles create a context for productive deliberations and shared decision-making. Each principle calls out actions to be taken, and presents promising practices. Governors and those in the K-12 system are called to act, as are advocates. Most importantly, all are called to listen to students and parents, involving them deeply in a renewal of the social contract that finally gives everyone an ownership stake in public education.
Silent Voices: The Perception of Cyberbullying among At-Risk Middle School Students
Author: St. Surin, Orlin
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Student Attitudes,Middle School Students,Handheld Devices,Social Media,Stress Variables,Student Role,Antisocial Behavior,Help Seeking,At Risk Students,Summer Programs

Traditionally, face-to-face bullying has been major problem among adolescents, especially those deemed at-risk. With the rise in the use of and advancements in mobile technologies, the Internet 2.0, and smart phones, a new form of bullying has been on the rise resulting from the increase in access to technologies and by association, social media outlets such as Facebook, Instagram, and Twitter. Cyberbullying, as it has been denoted, can occur at any time of the day on all social media platforms resulting in the potential of face-to-face victims enduring the abuse of their aggressors on an almost 24/7 basis. As such, cyberbullying can trigger numerous emotional and physical stressors among students. The purpose of this study was to discover the perceptions middle school students have about cyberbullying and their role as either victim, perpetrator, or bystander. The results of the study speak to a broader and emerging narrative indicating the psychological challenges faced by developing adolescent minds in negotiating face-to-face and virtual relationships.