ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Learning: Lessons from Best Practice Sites and the Philadelphia Context. PERC Research Brief
Author: Beaver, Jessica K.
Date: 2015-09-00
Type: Reports - Research
Subjects: Blended Learning,Best Practices,Program Implementation,Teacher Surveys,Teacher Attitudes,Technology Integration,Coordinators,Teaching Models,Educational Strategies,Educational Resources,Delivery Systems,Program Descriptions,School Support,Pilot Projects,Alignment (Education),Change Strategies,Technical Support,Teaching Methods,Qualitative Research

The Philadelphia Education Research Consortium--or PERC--was launched in August 2014 as an innovative partnership designed to provide research and analyses on some of the city's most pressing education issues. This partnership was forged among the School District of Philadelphia, Philadelphia's charter school sector, and Research for Action (RFA). PERC draws on the rich research expertise in Philadelphia--both within RFA and from three of the city's major research universities--to conduct research that meets the information needs identified by representatives of Philadelphia's public schools. Building on their initial study of blended learning definitions, empirical evidence, and conditions for implementation success, this Research Brief examines educators' on-the-ground perspectives about blended learning implementation. In their two-pronged study approach, the authors: (1) explore best practices in implementation at four sites: New York City's iZone schools; District of Columbia Public Schools (DCPS); Lebanon, Pennsylvania School District; and E.L. Haynes Public Charter School in Washington, DC; and (2) present findings from a local survey of technology coordinators and teachers in the School District of Philadelphia and the city's charter partners regarding the capacity of schools to implement blended learning models and strategies. Three appendices are included: (1) Alignment of Philadelphia Needs, Best Practices, and Recommendations; (2) Technology Coordinator Survey Responses to Implementation Questions; and (3) Technology Coordinator Survey Responses.
Using Common Assignments to Strengthen Teaching and Learning: Research on the Second Year of Implementation
Author: Reumann-Moore, Rebecca
Date: 2015-09-00
Type: Reports - Research-practitioner Partnerships
Subjects: Assignments,Units of Study,Literacy Education,Feedback (Response),Formative Evaluation,Curriculum Implementation,Teacher Collaboration,Leadership,Alignment (Education),Teacher Effectiveness,Sustainability,Interviews,Focus Groups,Teacher Surveys,Administrator Surveys,Observation,Middle Schools,High Schools,Middle School Teachers,Secondary School Teachers

Initiated for the 2013-14 school year, the Common Assignment Study (CAS) is a three-year effort being led by the Colorado Education Initiative (CEI) and The Fund for Transforming Education in Kentucky (The Fund) with support from the Bill &amp; Melinda Gates Foundation. Conceptually, CAS builds on previous efforts to improve instruction through the Literacy Design Collaborative (LDC). LDC's template-task approach to supporting key instructional shifts has demonstrated utility for teachers working to enhance literacy instruction across multiple content areas. With CAS, larger science, social studies and English/language arts (ELA) units have been developed that also focus on building literacy skills, in part, by incorporating LDC modules into the units. This report focuses on: (1) providing formative feedback on unit implementation; (2) teacher collaboration; (3) the status of context and conditions for CAS success, including school and district leadership and CAS alignment with curricula, assessments and teacher effectiveness systems; and (4) prospects for sustaining CAS. RFA is also investigating participant perceptions of enhanced teacher practice and improved student learning. An extensive amount of data for this study was collected through teacher, administrator, and partner interviews, student focus groups, teacher surveys, administrator surveys, observations of teacher collaboration on unit revision and review of student work.
Project LIFT: Year Two Report
Author: Norton, Michael
Date: 2014-10-31
Type: Reports - Research-practitioner Partnerships
Subjects: School Turnaround,Program Implementation,Academic Achievement,Student Behavior,Partnerships in Education,Enrollment,Student Mobility,Attendance,Suspension,Dropout Characteristics,Outcomes of Education,Reading Achievement,Mathematics Achievement,Science Achievement,Educational Environment,Academic Standards,State Standards,Standardized Tests,Comparative Analysis,Elementary Secondary Education,Teacher Recruitment,Teacher Persistence,Graduation,Poverty,Disadvantaged Schools,Qualitative Research,Educational Change,Elementary School Students,Middle School Students,High School Students

Research for Action (RFA) has completed its second year of a five-year external evaluation of the Project Leadership and Investment for Transformation (LIFT) Initiative in the Charlotte-Mecklenburg School District (CMS). Project LIFT is a public-private partnership between CMS and the local philanthropic and business communities in Charlotte, designed to turn around nine schools in the West Charlotte Corridor. Starting in the 2012-13 school year, Project LIFT operates as a semi-autonomous Learning Community within CMS, providing the initiative with CMS infrastructural support and access to an initial $55 Million investment of private resources to drive a multifaceted reform effort in Charlotte's highest poverty schools. Project LIFT's long-term goals are to significantly improve student achievement in the following ways: 1) 90% of students will achieve proficiency in math and English across the Learning Community; 2) 90% of students will meet annual growth goals in math and English; and, 3) 90% of West Charlotte High School (WCHS) students will graduate on time. This Year Two Report provides a comprehensive analysis of the second year of the initiative, incorporating key highlights of Year Two implementation with a presentation of student behavioral and academic achievement outcomes for the 2013-14 school year. The following are appended: (1) 2013-14 Qualitative Data Sources; (2) Key Project LIFT Partners for 2013-14, by Focus Area; (3) End of Course (EOC) and End of Grade (EOG) Performance: 2011-12 to 2013-14; (4) End of Year Enrollment, Mobility, Attendance, Suspensions, and Early Warning Indicators of Dropout for LIFT Students; and (5) Methodology: Comparison School Selection, Predictive Modeling Methods, and Results. [For &quot;Project LIFT: Year 1 Report,&quot; see ED553140. For &quot;Project LIFT: Year Three Student Outcomes Memo,&quot; see ED570401.]
Going One-to-One in Urban Schools: An Evaluation of the XO Champions Initiative in Project LIFT Elementary Schools
Author: Beaver, Jessica K.
Date: 2015-01-30
Type: Reports - Research
Subjects: Urban Schools,Program Evaluation,Elementary School Students,Laptop Computers,Outcomes of Education,School Support,Professional Development,Facilitators (Individuals),Technology Education,School Turnaround,Program Implementation,Educational Technology,Computer Uses in Education,Technology Integration,Mixed Methods Research,Access to Computers,Internet,Elementary School Teachers,Technology Uses in Education,Qualitative Research,Statistical Analysis,Interviews,Focus Groups,Observation,Teacher Surveys

Beginning in spring 2013, students in seven elementary schools throughout the Project LIFT zone in Charlotte, North Carolina began to receive XO laptops provided by the organization One Laptop Per Child (OLPC) for use both within their classroom and at home. This report details Research for Action's (RFA) mixed-method evaluation of the first year and a half of the implementation of this initiative, including data from the 2012-13 and 2013-14 school years. The authors provide descriptive information on how often and for what purposes teachers and students used their XO laptops, as well as analyze success and challenges with XO laptop integration. This report identifies the conditions that impacted, both positively and negatively, XO Champions integration efforts in the seven LIFT elementary schools. Beginning in the 2014-15 school year, Project LIFT began to move away from XO Champions as its primary technology solution. However, the lessons learned from the project are applicable to LIFT schools (that still use the XO laptops), and are relevant to a broad set of policymakers and education leaders who are considering implementing similar one-toone initiatives in their schools or districts. The descriptive analyses of XO laptop use indicated: (1) Students and teachers used the laptops, on average, for one lesson per day; (2) Within schools, usage of XO laptops differed by grade level--lower grades reported using the laptops more frequently than did upper grades; (3) Internet-centric activities were the primary focus of XO laptop classroom usage; and (4) Students brought their XO laptops home infrequently, resulting in minimal XO laptop use at home. The following are appended: (1) Methodology; and (2) Additional Analyses.
An Analysis of the Proverbs the Yorubas Live By
Author: Tunde Bolaji, Ezekiel
Date: 2017-00-00
Type: Reports - Research
Subjects: Proverbs,Language Usage,African Languages,African Culture,Information Dissemination,Social Values,Health Promotion,Hygiene,Health Education,Quality of Life,Language Research,Foreign Countries

In the Yoruba society, proverbs have been and still remain powerful and effective instruments of transmitting ideas, motive, knowledge and social morality from generation to generations. This is because proverbs reflect societal values of the people. Like any other group of people, the Yorubas are interested in the maintenance of personal health and hygiene. Consequently several Yoruba proverbs abound which may be used to ensure good health. This paper examines some of these proverbs and concludes that their proper teaching and usage may be veritable tools for enhancing good health and hygiene.
Leveraging Data Analysis for Domain Experts: An Embeddable Framework for Basic Data Science Tasks
Author: Lohrer, Johannes-Y.
Date: 2016-12-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Expertise,Models,Evaluation Methods,Information Management,Knowledge Management,Problem Solving,Definitions,Data Collection

In this paper, we describe a framework for data analysis that can be embedded into a base application. Since it is important to analyze the data directly inside the application where the data is entered, a tool that allows the scientists to easily work with their data, supports and motivates the execution of further analysis of their data, which would lead to new and interesting findings is desirable. If the analysis process is too complicated, tedious or not apparent, this could restrict scientists, especially in non-IT-related disciplines, from analyzing the data in depth. To enable this solution we first describe the requirements for an analysis tool and explain the steps we took to meet those requirements. Then we describe the steps that are necessary to integrate the analysis into a base application. We also explain how the analysis framework can be extended with new specific components that allow the users to add exactly the features they need for their analysis. [For full proceedings, see ED571459.]
International Study Tours: A Key to 21st Century Academic and Industry Exchanges
Author: Hol, Ana
Date: 2016-12-00
Type: Speeches/Meeting Papers
Subjects: Travel,STEM Education,Networks,International Cooperation,Teacher Collaboration,College Faculty,School Business Relationship,Education Work Relationship,Foreign Countries,Information Systems,International Educational Exchange,Recruitment,International Trade,Cultural Awareness,Cultural Differences,Metacognition,Intercultural Communication,College Students,Partnerships in Education,Educational Trends,Futures (of Society),Computer Mediated Communication,International Organizations,State Regulation

This paper is based on the retrospective reviews of the Information Systems study group who went on the international study tour to India to learn, network and collaborate with academics, students and industry professionals overseas. The paper addresses concerns of local Australian Science, Technology, Engineering and Mathematics recruiters and identifies how a well-planned educational study tours could in the future help graduates meet industry and recruiters' demands. It furthermore identifies that 21st century international business ventures and global partnerships require future graduates to not only be skillful in their professions but also be global citizens, know and understand different cultures, easily adapt to new environments, skillfully negotiate business deals, mindfully communicate and swiftly learn to apply and follow local rules, customs and regulations. [For full proceedings, see ED571459.]
Prioritizing School Integration in ESSA State Implementation Plans. Issue Brief No. 6
Author: Hilton, Michael
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Racial Integration,School Desegregation,Educational Legislation,Federal Legislation,Civil Rights Legislation,Equal Education,Elementary Secondary Education,School Districts,Accountability,Program Implementation,Disadvantaged Schools,Student Diversity,Ethnic Diversity,Laws

The Every Student Succeeds Act (ESSA) is the latest reauthorization of the country's premier K-12 education law, the Elementary and Secondary Education Act. Under ESSA state education agencies (SEAs), along with local education agencies (LEAs) and the communities they serve assume significant new responsibilities, ranging from the formulation of state accountability systems to determining interventions in persistently low-performing schools. ESSA also includes the requirement that state and local education agencies engage in &quot;timely and meaningful consultation&quot; with a variety of stakeholders while developing many aspects of Title I plans and school accountability systems. This issue brief summarizes opportunities for supporters of school diversity to engage in the ESSA implementation process at the state and local level to maximize the potential school integration impact of the new law. Sample letters to state and local education agencies are appended.
Magnet School Student Outcomes: What the Research Says. Research Brief No. 6
Author: Siegel-Hawley, Genevieve
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Magnet Schools,Outcomes of Education,Racial Integration,Student Diversity,Urban Schools,Educational Benefits,Critical Thinking,Academic Achievement,Perspective Taking,Resilience (Psychology),Stereotypes,Friendship,Social Attitudes,Social Networks,Citizenship Responsibility,Student Responsibility,Interpersonal Relationship,College Attendance,Employment Potential,Student Motivation,Student Satisfaction,Teacher Motivation,Teacher Morale,Parent Attitudes

This research brief outlines six major studies of magnet school student outcomes. Magnet schools are programs with special themes or emphases designed to attract families from a variety of different backgrounds. They were originally established to promote voluntary racial integration in urban districts. The studies are located within a much broader body of research that documents the benefits of attending racially and socioeconomically diverse schools. Some of what is known from the literature on the benefits of racial diversity indicates that students of all races who attend diverse schools have higher levels of critical thinking, an ability to adopt multiple perspectives; diminished likelihood for acceptance of stereotypes, higher academic achievement, more cross-racial friendships, willingness to attend diverse colleges and live in diverse neighborhoods, access to more privileged social networks, higher feelings of civic and communal responsibility, higher college-going rates, more prestigious jobs. The research discussed in this brief is relatively recent, but older studies suggest that magnet schools are associated with increased student achievement, higher levels of student motivation and satisfaction with school, higher levels of teacher motivation and morale, and higher levels of parent satisfaction with the school.
The Reciprocal Relationship between Housing and School Integration. Research Brief No. 7. Updated
Author: Mickelson, Roslyn Arlin
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Housing,Racial Integration,School Desegregation,Public Schools,Student Placement,Neighborhoods,Social Science Research,Social Integration,Neighborhood Integration,Models

Given the common practice of assigning students to neighborhood schools, any serious hope of integrating America's public education system requires the consideration of not only educational policies and practices, but also the demography of neighborhoods and the housing policies that contribute to residential integration or segregation. Most American students live in communities that are dominated by families from one race and socioeconomic status. Public schools typically reflect their neighborhood demographics because most students are assigned to schools based on their residence. These straightforward dynamics underlie the relationship between the integration or segregation of schools and their feeder neighborhoods. The links between integration or segregation of schools and neighborhoods are also reciprocal. This essay summarizes the social science evidence on the reciprocal relationship between integrated schooling and integrated housing. The synergistic nature of this relationship unfolds across the life course. This brief contains a figure that illustrates the connections between housing and school integration and the intergenerational and reciprocal nature of their relationship.
How Non-Minority Students Also Benefit from Racially Diverse Schools. Research Brief No. 8
Author: Siegel-Hawley, Genevieve
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: White Students,Diversity (Institutional),Student Diversity,Ethnic Diversity,Educational Benefits,Evidence,Elementary Secondary Education,Cultural Awareness,Equal Education,School Desegregation,Racial Integration

Nearly six decades of multi-disciplinary social science evidence points to important academic, social and civic benefits for low income students of color who attend high quality, diverse schools. Research briefs highlighting key studies that document these beneficial outcomes are summarized in prior &quot;Research Briefs&quot; in this series (see www.school-diversity.org). Some of this research has also pointed to benefits accruing to students of all races and ethnicities attending integrated schools. Less direct attention has been paid to the ways in which &quot;white&quot; students are advantaged by racially diverse school settings. As described in this research brief, diverse schools benefit white students by providing far better learning outcomes. Enrollment in racially integrated schools is also associated with important social and psychological advantages that improve productivity in an increasingly diverse workplace. Recognizing that sustained support for school diversity on the part of white families is central to the creation of stable, integrated schools, this research brief outlines the best evidence to date on the benefits of racially diverse K-12 experiences for white students.
School Racial and Economic Composition &amp; Math and Science Achievement. Research Brief No. 1. Updated
Author: Eaton, Susan
Date: 2011-03-00
Type: Reports - Research
Subjects: Literature Reviews,Public Schools,Student Diversity,Racial Composition,Poverty,Mathematics Achievement,Science Achievement,Course Selection (Students),Tests,Scores,Socioeconomic Influences,Disproportionate Representation,Minority Group Students,African American Students,Hispanic American Students,Correlation

This is the first in a series of three research briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, &quot;Teachers College Record,&quot; edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. The weight of evidence from these studies demonstrates that racially isolated, high-poverty schools tend to negatively influence math and science course-taking patterns and achievement as measured by test scores. Meanwhile, under certain conditions, lower poverty schools and schools that do not enroll highly disproportionate shares of African American and/or Latino students tend to be positively associated with math and science achievement. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in &quot;Teachers College Record&quot; is particularly rigorous. It draws from several strong data bases and employs cutting-edge statistical methods. This comprehensive collection of studies pays meticulous attention to separating the discrete contributions that schools, teachers, families and students themselves make to a variety of important educational outcomes, such as test scores and graduation rates. The authors urge courts, policymakers, education rights lawyers, educators and others to use this new work as a guide in decisions and advocacy related to diversity, schooling and equal opportunity. [For the second report in this series, see &quot;How the Racial and Socioeconomic Composition of Schools and Classrooms Contributes to Literacy, Behavioral Climate, Instructional Organization and High School Graduation Rates. Research Brief No. 2. Updated&quot; (ED571626). For the third report in this series, see &quot;The Impact of Racially Diverse Schools in a Democratic Society. Research Brief No. 3. Updated&quot; (ED571627).]
Achieving Small School Success in Washington State
Author: Boyle, Martin
Date: 2003-00-00
Type: Reports - Descriptive
Subjects: Small Schools,Public Schools,School Districts,Barriers,Educational Equity (Finance),Educational Resources,School Administration,Teachers,School Personnel,Educational Technology,Grantsmanship,Enrichment Activities,Recognition (Achievement),Personnel Management,Educational Facilities,Elementary Secondary Education

Of Washington State's 296 school districts, two-thirds have 2,000 or fewer students. These small school districts provide unique learning opportunities for Washington's children, but also present special challenges to achieving the higher standards called for in the state education reform bill and recent federal legislation. This report provides an overview of the impediments that Washington State's schools face, a vision for future success, and strategies to help meet the challenges in several key areas, including equity of funding, program support, staffing, flexibility/adaptability and facilities. The report grew out of two educational summits held in 2002, and represents a collaboration of many different stakeholders. Educators and board members on the front lines in small school districts contributed their perspectives, as did representatives of organizations such as the Washington Association of School Administrators, Washington State School Directors' Association, Parents and Teachers Association, State Legislature, Bill and Melinda Gates Foundation, State Board of Education, Rural Education Center, and the Office of the Superintendent of Public Instruction. The goal is to develop a powerful common voice regarding Washington's small schools and to be heard whenever decisions are made that affect education in the state. Also included are case studies in three small districts: Index, Klickitat and Steilacoom Historical.