ethanporcaro/eric-fulltext-meta huggingface dataset:
The Utility of Teacher and Student Surveys in Principal Evaluations. Stated Briefly. REL 2016-132
Author: Liu, Keke
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Teacher Surveys,Student Surveys,Principals,Evaluation Methods,Elementary Schools,Secondary Schools,Urban Schools,Instructional Leadership,Mathematics Achievement,Reading Achievement,Regression (Statistics),Classroom Environment,Administrator Evaluation,Administrator Effectiveness,Scores,Statistical Analysis,Communities of Practice,Professional Development,School Culture,Educational Environment,School Safety

This brief summarizes the findings of a recent study that examined whether adding results from teacher and student feedback surveys to one district's principal evaluation system strengthened the link between principals' evaluation ratings and their schools' achievement gains in math and reading. The study also examined whether certain subscales from student and teacher surveys were better than others at improving the link between evaluation system ratings and schoolwide student achievement. The study found that adding the surveys to the district's principal evaluations strengthened the link between the evaluation ratings and schoolwide student achievement in math and in a math-reading composite but not in reading alone. [For the full report, see ED548024.]
Examining Changes to Michigan&apos;s Early Childhood Quality Rating and Improvement System (QRIS). Stated Briefly. REL 2016-159
Author: Fari, Ann-Marie
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Quality,Rating Scales,Early Childhood Education,Educational Improvement,Program Evaluation,Evaluation Methods,Scores,Costs,Program Improvement,Self Evaluation (Groups),Change,Child Care,Family School Relationship,Curriculum,Teacher Qualifications,Child Care Centers

In 2012 Michigan implemented Great Start to Quality, a voluntary quality rating and improvement system (QRIS) that uses a multidimensional assessment system to rate the quality of early childhood education programs. Regional Educational Laboratory Midwest examined how changes to Great Start to Quality's rating calculation approach that were announced in 2013 affected program quality ratings. Under the revised approach approximately a third of programs had a higher simulated QRIS rating, although the underlying data and measures of program quality were unchanged. The simpler total score approach yielded simulated QRIS ratings that were nearly identical to those under the revised approach. Minor changes in the calculation approach can yield substantial changes to ratings for individual programs and to the distribution of ratings across the state. When changing the calculation approach, QRIS administrators must consider the cost implications as well as the tradeoffs between having a simple, transparent approach and the benefits of including minimum required scores for different aspects of quality. [This report was produced in collaboration with the REL Midwest Early Childhood Education Research Alliance. For the full report, see ED555393.]
Ramping Up to College Readiness in Minnesota High Schools: Implementation of a Schoolwide Program. Stated Briefly. REL 2016-184
Author: Lindsay, Jim
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: College Readiness,High Schools,Program Implementation,Public Schools,Program Effectiveness,Fidelity,Institutional Characteristics,Interviews,High School Students,Secondary School Teachers,School Personnel,Focus Groups,Student Surveys

Ramp-Up to Readiness™ (Ramp-Up) is a college readiness program that aims to enhance five dimensions of readiness in high school students: academic, admissions, career, financial, and personal-social. Ramp-Up's developer theorizes that increasing these dimensions of readiness in high school students will improve college enrollment and success rates. Implementation of Ramp-Up involves distribution of program leadership responsibilities across multiple staff, off-site and on-site professional development for key staff, advisories, and guidance in postsecondary planning for all students. Because elements of implementation require changes in staff roles and attitudes within high schools, school and district administrators seek evidence that schools are able to adequately implement Ramp-Up. This study addressed the implementation question by collecting data from 10 high schools that implemented Ramp-Up in 2013/14 and 10 similar high schools that did not implement the program that year. [For the full report, see ED566907.]
Impacts of Ramp-Up to Readiness™ after One Year of Implementation. Stated Briefly. REL 2017-242
Author: Lindsay, Jim
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: College Readiness,Middle School Students,High School Students,Program Effectiveness,Program Implementation,Fidelity,School Guidance,College Applicants,Goal Orientation,Measures (Individuals)

Ramp-Up to Readiness™ (Ramp-Up) is a program for middle and high school students that aims to provide greater depth and breadth of support for college readiness than do current supports. This study examined whether students' ACT Engage goal setting and commitment to college scale scores as well as the likelihood of key enrollment actions such as completion of a financial aid application and submission of at least one college application increased more in public high schools implementing Ramp-Up for one year than in similar schools that did not implement the program. The results of this cluster randomized controlled trial found no statistically significant differences on the outcomes between students in the two groups of schools. However, because the sample of students was smaller than anticipated, if Ramp-Up had some modest-sized impacts, the study would not have been able to detect them. [For the full report, see ED572863.]
Determinants of Work Productivity among Selected Tertiary Education Employees: A PreCOVID-19 Pandemic Analysis
Author: Asio, John Mark R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Productivity,Job Performance,College Faculty,College Administration,Employee Attitudes,Postsecondary Education,Individual Characteristics,Departments,Gender Differences,COVID-19,Pandemics,Foreign Countries

The work productivity of an individual is an organizational asset that can be equated to progress and success. It provides satisfaction to the employees, the organization, and other stakeholders. This study assessed the work productivity among selected employees from a tertiary education institution before COVID-19 pandemic. To accomplish this task, a total of 70 individuals participated in the survey with the use of the convenience sampling technique. This descriptive research study used an adapted and modified questionnaire from Buuri (2015) as a research instrument. For the statistical analysis, the study used SPSS 20 to compute and analyze the data. Results showed that the respondents came from both the administrative and faculty offices which belong to the age bracket of 21-30 years old; dominated by males and were single with 1-5 years in service. Based on their response, the respondents &quot;agree&quot; that they were productive in their work before the COVID-19 pandemic. Also, there were significant differences found in the work productivity when grouped according to demographic profiles. Furthermore, all the demographic profiles yielded direct and indirect relationship with work productivity. Regression analysis provided evidence that the department and sex were significant determinants of work productivity among employees. Based on the results, the researcher provided implications pertinent to the institution.
Professional Experiences of Online Teachers in Wisconsin: Results from a Survey about Training and Challenges. Stated Briefly. REL 2016-127
Author: Zweig, Jacqueline
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Teaching Experience,Teacher Surveys,Training,Teacher Competencies,Barriers,Teacher Education,Faculty Development,Student Behavior,Educational Methods,Elementary School Teachers,Secondary School Teachers,Technology Uses in Education,Academic Persistence,Student Responsibility,Virtual Schools

Wisconsin Virtual School, a state online learning program that offers supplemental online courses to partner districts in Wisconsin, administered a survey to its teachers in fall 2014 to learn more about their training experiences and challenges. More Wisconsin Virtual School teachers reported participating in training or professional development related to online instruction while teaching online than before teaching online or during preservice education. The most frequently reported professional challenges concerned student engagement with and perseverance in online courses. Wisconsin Virtual School teachers indicated that they preferred unstructured professional development to structured professional development for addressing challenges related to students' perseverance and engagement. [For the full report, see ED561235.]
Campus Climate: College Students&apos; Attitude towards Homosexuality in Taiwan
Author: Gutierrez, Jannette Wei-Ting Wang
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Student Attitudes,Homosexuality,LGBTQ People,Social Bias,At Risk Students,Social Attitudes,College Environment,Higher Education,Gender Differences,Student Characteristics,Religion,Majors (Students),Occupations,Political Attitudes

All people should have equal rights. Educators must make sure that everyone is included and is treated fairly. Higher education institutions are considered more liberal and tolerant, yet there are marginalized students, such as those from the lesbian, gay, bisexual, and transgender (LGBT) community. In November 2018, the Taiwanese electorate passed referendums to prevent recognition of same-sex marriages in the Civil Code and to restrict teaching about LGBT issues. We witnessed the heartbreaking results of a referendum on the question, in which a majority of Taiwanese people voted against same-sex marriage. This study is to investigate to understand people's attitudes toward the LGBT community on campus, analyze the attitudinal factors and seek to make the campus environment more LGBT friendly in a College in Taiwan. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Community College Adult Learner Experiences with a Student Success Environment
Author: Kachur, Tracy A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Community Colleges,Two Year College Students,Adult Students,Student Attitudes,Academic Achievement,Barriers,Academic Persistence,Success

This paper presents findings from a qualitative case study that investigates how adult learners experience a student success-rich culture within a community college. The data includes 14 semi-structured interviews with ten adult learners and four institutional-academic representatives, in addition to supporting document analysis of national, state, and intuitional student success initiatives and practices. Two findings are presented suggested that there is a divergence in how community college professionals and adult learners perceive and define student success, and that institutional success structures may present barriers to supporting unique adult learner needs. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Challenging Monolingual Ideology through a Critical Lens: Multilingual Literacy as a Key Element of Holistic Global Citizenship Education
Author: Stojanovic, Maja
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Literacy,Adult Learning,Multilingualism,Citizenship,Global Approach,Intercultural Communication,Critical Literacy,Adult Literacy,Adult Education,Learning Motivation,Goal Orientation,Critical Thinking,Second Language Learning,Computer Software,Second Language Instruction,Educational Resources,Cognitive Ability,Educational Benefits

This paper focuses on the importance of multilingual literacy in the 21st century and, specifically, how adult learners across the globe can develop multilingual literacy skills necessary for successful communication and global citizenship. The paper includes a theoretical (research background, definitions, critical framework) and a practical (strategies and activities for developing multilingual literacy) component and should be useful to both researchers and practitioners interested in successful intercultural communication and the development of multilingual literacy. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Students Experiencing Homelessness in Pennsylvania: New Evidence of Under-Identification and Inequity
Author: Shaw-Amoah, Anna
Date: 2021-02-00
Type: Reports - Research-practitioner Partnerships
Subjects: Homeless People,Federal Legislation,Public Schools,Identification,Poverty,Elementary Secondary Education,School Districts,Charter Schools,At Risk Students,Enrollment,Rural Areas,COVID-19,Pandemics,Online Courses,Educational Technology,School Closing,Student Needs,Urban Areas,Suburbs,Place of Residence

As Research for Action (RFA) found in 2018 (see ED593694), Pennsylvania schools have a history of under-identifying students experiencing homelessness, denying likely hundreds of students the educational rights afforded by federal law each year. Now the state, along with the whole nation, is facing multiple crises as a result of the COVID-19 pandemic, from healthcare to job and housing loss. The aftershocks of this pandemic are likely to bring more families to the tipping point of overcrowding, temporary housing, and homelessness. PA schools will need to support these growing numbers of students experiencing homelessness (&quot;SEH&quot;) over the next few years. This brief provides some evidence of improvement in identification of SEH in PA since RFA's 2018 report. However, rates vary by school community and Pennsylvania overall ranks only 36th out of 50 states in identification of SEH per school-aged children in poverty. Data indicate that Philadelphia -- the city with the highest overall population of people experiencing homelessness -- is particularly under-identifying SEH, especially in its charter school sector. Meanwhile, in cyber charter schools across the state enrollment of SEH has increased dramatically over time. Finally, the brief concludes with a discussion of the growing rural student homelessness population in PA, a trend that brings to light the statewide nature of the student homelessness crisis.
Communities at the Forefront: Elevating Girls&apos; Sports through Local Programs. Encompassing Data from the Sports 4 Life National and Regional Initiatives. A Women&apos;s Sports Foundation Research Report
Author: Powers, Stacie R.
Date: 2020-10-00
Type: Reports - Research
Subjects: Athletics,Females,African Americans,Hispanic Americans,Grants,Economically Disadvantaged,Middle School Students,High School Students,Recruitment,Persistence,Leadership Training,Consciousness Raising,Youth Programs,Community Programs,Program Effectiveness,Barriers,Attitude Change,Behavior Change,Academic Achievement,Interests,Capacity Building,Stakeholders,Attitudes,Geographic Location,Financial Support,Exercise,Social Support Groups

In October 2014, the Women's Sports Foundation (WSF), and espnW co-founded &quot;Sports 4 Life&quot;, a national grant program to increase participation and retention of African American and Hispanic girls in sports, especially in under-resourced communities. These grants are intended to help small and mid-size organizations in all 50 states create or expand sustainable developmental sports programming for girls in middle and high school, as well as provide high-quality sports programming to foster strong recruitment and retention of African American and Hispanic girls. The program also seeks to create leadership opportunities and increase public awareness to address disparities in girls' access to sports. This report presents findings from data collected over the last five years from the Women's Sports Foundation's Sports 4 Life grantees. The Sports 4 Life evaluation team developed several research tools customized to measure strength in the key objectives identified by the national and regional initiatives, and to examine these objectives from the perspectives of multiple stakeholders--the girls who participate, their program leaders, and community stakeholders. These tools, combined with qualitative data drawn from interviews, think tanks that brought together regional partners and the WSF to identify key regional priorities, and open-ended survey questions, provide a robust account of Sports 4 Life's contributions to the field of positive sports youth development. [Additional funding for this report was provided by espnW.]
The Condition of Education in Wisconsin. WCER Working Paper No. 2020-12
Author: Hirschl, Noah
Date: 2020-12-00
Type: Reports - Research
Subjects: Preschool Education,Elementary Secondary Education,Public Education,Principals,Administrator Role,Teacher Role,Teaching Methods,Grouping (Instructional Purposes),College Readiness,Career Readiness,Mental Health,Health Needs,Student Needs,Discipline,English Language Learners,Students with Disabilities,Mentors,Faculty Development,Administrator Effectiveness,Equal Education,Teacher Attitudes,Administrator Attitudes,Kindergarten,Elementary Schools,School Readiness,Preschool Teachers,Time Factors (Learning),High Schools,Student Responsibility,School Policy,Poverty,Access to Health Care,Student Behavior,Program Effectiveness,Individualized Education Programs,Coaching (Performance)

This report presents a snapshot of selected features of the condition of education in Wisconsin in 2019. With support from the U.S. Department of Education's Institute for Education Sciences, and in collaboration with colleagues at the Wisconsin Department of Public Instruction (DPI), the authors set out to measure practices in PK-12 education that they considered especially important for educational equity and success for children in Wisconsin. Public school teachers and administrators in Wisconsin are responsible for educating about 855,000 students between four-year-old kindergarten and twelfth grade. State report cards produced annually by the Wisconsin DPI show how well we are doing as a school system with respect to student outcomes. In this paper, we focus on what principals and teachers in the state are doing. How do kindergarten teachers at both the four-year-old and five-year-old levels engage in play in their classrooms? How do elementary teachers group students for instruction and how frequently do they reconsider these groupings? What sorts of educational opportunities do teachers and schools offer their English language learners and their students with special needs? How supported do teachers feel in their early years in the profession? These are just a few of the questions we asked a representative sample of almost 700 principals and 2,200 teachers in the state. This paper offers a big picture view of instructional practice and educational opportunity in Wisconsin. It makes no claims about what schools and teachers should do to increase equity and success for students in Wisconsin. Instead, it shines a light on the many ways our educators work to support students in the state and, we hope, offers insights into where we might do better.
Benchmarking Education Management Information Systems across the Federated States of Micronesia. Stated Briefly. REL 2017-209
Author: Kendall, John S.
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Benchmarking,Management Information Systems,Statistical Data,Accuracy,Reliability,Access to Information,Specialists,Governance,Integrity,Educational Administration

This brief identifies the similarities and differences in the quality of education management information systems across the Federated States of Micronesia, which includes the four states of Chuuk, Kosrae, Pohnpei, and Yap. During focus group sessions that explored the methods and processes used to collect, analyze, report on, and disseminate education data, data specialists in all four states rated their systems as either established or emerging. [For the full reports, see ED569347, ED569489, ED569490, ED569491.]
Understanding Chinese International Doctoral Students Develop Critical Thinking in a Cross-Cultural Learning Setting
Author: Jiang, Shuaipu
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Students,Doctoral Students,Critical Thinking,Comparative Analysis,Skill Development,Cultural Differences,Student Attitudes,Engineering Education,Foreign Countries,Teaching Methods,Laboratory Experiments,Student Projects,Active Learning,Cooperative Learning,Communication Skills

This paper explores the experience of how Chinese international doctoral students develop critical thinking. Narrative interviews are conducted. Narrative thematic analysis is adopted. Four big themes are generated, which are understanding of critical thinking, comparison and contrasts, factors contributing to development of critical thinking and improvement in critical thinking. There are several categories in each theme. Direct quotations of the participants are presented as evidence under each theme. The implications and future research are presented as well. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]
Using Social Media Tools for Promoting Critical Literacy Skills in the Classroom
Author: Robinson, Zachary Z.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Technological Literacy,Information Literacy,Social Media,Critical Literacy,Skill Development,Critical Thinking,Decision Making,Social Justice,Student Interests,Learner Engagement,Creativity,Consumer Education,Emotional Intelligence

Technological and informational literacies, as described in the critical literacies advancement model are essential skills in today's technology-dependent society. In this paper, we illustrate how educators, by using social media (especially memes), can help students develop these and other literacies and thinking skills. These skills can lead to informed decision-making and actions that can advance equity and social justice and the ideals of global citizenship. The paper also discusses possibilities to foster student interest, enhance engagement, creativity, consumer consciousness, and emotional intelligence while creating opportunities for meaningful, challenging learning that invites dialog on difficult topics such as issues related to race, ethnicity, language, socioeconomic status, nationality, immigration status, family structure and so on. [For the complete volume, &quot;American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020),&quot; see ED611534.]