ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
Author: Fuchs, Lynn S.
Date: 2016-00-00
Type: Reports - Research
Subjects: Knowledge Level,Mathematics Skills,Word Problems (Mathematics),Problem Solving,Computation,Cognitive Processes,Numeracy,Grade 2,Elementary School Students,Grade 4,Path Analysis,Reading Comprehension,Algebra,Elementary School Mathematics,Hypothesis Testing,Achievement Tests,Diagnostic Tests,Reading Tests,Standardized Tests,Intelligence Tests

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation fluency at end of Grade 2; and prealgebraic knowledge and word-problem solving at end of Grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than prealgebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students' foundational mathematics skills or cognitive processes. [At time of submission to ERIC this article was in press with &quot;Developmental Psychology.&quot;]
Improving Children&apos;s Knowledge of Fraction Magnitudes
Author: Fazio, Lisa K.
Date: 2016-10-21
Type: Reports - Research
Subjects: Educational Games,Computer Games,Fractions,Mathematics Instruction,Teaching Methods,Elementary School Mathematics,Grade 4,Grade 5,Intervention,Feedback (Response),Pretests Posttests,Educational Technology,Technology Uses in Education,Experimental Groups,Control Groups,Mathematical Concepts

We examined whether playing a computerized fraction game, based on the integrated theory of numerical development and on the Common Core State Standards' suggestions for teaching fractions, would improve children's fraction magnitude understanding. Fourth and fifth-graders were given brief instruction about unit fractions and played &quot;Catch the Monster with Fractions,&quot; a game in which they estimated fraction locations on a number line and received feedback on the accuracy of their estimates. The intervention lasted less than 15 minutes. In our initial study, children showed large gains from pretest to posttest in their fraction number line estimates, magnitude comparisons, and recall accuracy. In a more rigorous second study, the experimental group showed similarly large improvements, whereas a control group showed no improvement from practicing fraction number line estimates without feedback. The results provide evidence for the effectiveness of interventions emphasizing fraction magnitudes and indicate how psychological theories and research can be used to evaluate specific recommendations of the Common Core State Standards. [This article was published in PLOS ONE, Oct 21, 2016.]
Identifying Indicators of Distress in Charter Schools, Part 2: The Roles and Perspectives of Charter School Leaders and Board Members
Author: Evan, Aimee
Date: 2021-10-00
Type: Reports - Research
Subjects: School Closing,Disadvantaged Schools,Institutional Characteristics,Charter Schools,Educational Trends,Educational Quality,Academic Failure,Identification,Educational Improvement,Intervention,Institutional Evaluation,Guides,Data Collection,Audits (Verification),Administrator Role,Administrator Attitudes,Governing Boards,Prevention,Instructional Leadership,Diversity,Equal Education,Inclusion,Standards,Educational Indicators,Elementary Secondary Education,Educational Legislation,Federal Legislation,Public Agencies,Stakeholders,Stress Variables

Although school failure and school improvement are complex challenges that look different in different contexts, patterns and trends associated with schools in distress are emerging. This brief describes the characteristics of schools when they show signs of early distress from the perspectives of school leaders and governing board members. The findings in this report can support school leaders, governing board members, charter school support organizations, and authorizers in creating and sustaining high-quality schools by recognizing the various signs of early school decline before schools spiral into failure. Identifying schools in distress affords schools, and the ecosystem supporting them, the opportunity to intervene earlier, before failure is too deep, systemic, or extensive to recover. With this new understanding of school failure--now more than ever--we have the opportunity and the imperative as a field to identify schools in distress while improvement is still feasible. This is the third publication in a series on indicators of distress in charter schools. This research brief builds on &quot;Identifying Indicators of Distress in Charter Schools, Part 1: The Role and Perspective of Charter School Authorizers,&quot; (ED609911) which identified common indicators of distress among schools in decline from the authorizer point of view. It also follows &quot;Identifying Indicators of Distress in Charter Schools: Tools to Support Authorizer Data Collection&quot; (ED616212), a self-guided resource for authorizers to identify indicators of distress, audit their current data collection methods for evaluating indicators of distress, and assess whether and to what extent the schools in their portfolio are showing indicators of distress.
Identifying Indicators of Distress in Charter Schools: Tools to Support Authorizer Data Collection
Author: Evan, Aimee
Date: 2021-06-00
Type: Guides - Non-Classroom
Subjects: Charter Schools,Guides,Stress Variables,Identification,Accountability,Academic Failure,Administrator Role,School Effectiveness,Educational Indicators,School Administration,Portfolios (Background Materials),Audits (Verification),Data Collection,Institutional Evaluation,Educational Quality,Educational Legislation,Elementary Secondary Education,Federal Legislation,Governing Boards,Stakeholders,Public Agencies

Charter school authorizing is inherently contextual work, and each charter school authorizer is the expert on their own context and portfolio of schools. This toolkit is a self-guided resource for authorizers to &quot;identify&quot; indicators of distress, &quot;audit&quot; their current data collection methods for evaluating indicators of distress, and &quot;assess&quot; whether and to what extent the schools in their portfolio are showing indicators of distress. It builds on National Charter School Resource Center's (NCSRC's) earlier report &quot;Identifying Indicators of Distress in Charter Schools, Part 1: The Role and Perspective of Charter School Authorizers&quot; (ED609911), released in 2020. By focusing on these research-based indicators of distress, rather than just indicators of failure, charter school authorizers don't have to wait for schools to fall into full organizational failure before acting -- and more students might be saved from the negative impacts of a failing or closed school. [For &quot;Identifying Indicators of Distress in Charter Schools, Part 2: The Roles and Perspectives of Charter School Leaders and Board Members,&quot; see ED616211.]
Why Should We Argue about the Process If the Outcome Is the Same? When Communicational Breaches Remain Unresolved
Author: Knox, Joanne
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Classification,Thinking Skills,Decision Making,Mathematics Instruction,Teaching Methods,Grade 4,Task Analysis,Foreign Countries,Cooperative Learning,Conflict,Class Activities

This paper uses the commognitive framework to analyse how a group of four primary school students classify odd and even numbers. The findings show how students' reasoning is grounded in their personal uses of &quot;odd&quot; and &quot;even&quot;. The students attend to different features of &quot;oddness&quot; and &quot;evenness&quot; and agree on &quot;which&quot; numbers are odd and even but disagree about &quot;why.&quot; The findings highlight the role that proving can play in signalling differences in reasoning within a group of students that may otherwise remain hidden. However, they also suggest students' awareness of the breach in communication may not be sufficient to engender a resolution, even when pedagogical moves toward this direction are made.
Insights into the Pedagogical Practices of Out-of-Field, In-Field, and Upskilled Teachers of Mathematics
Author: Goos, Merrilyn
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Career Change,Mathematics Instruction,Faculty Development,National Programs,Secondary School Teachers,Mathematics Teachers,Guidelines,Graduates,Foreign Countries,Teacher Characteristics,Pedagogical Content Knowledge

&quot;Out-of-field teaching&quot; is an international phenomenon that seems particularly prevalent in mathematics. Our study is evaluating the impact of a national professional learning program for out-of-field secondary mathematics teachers in Ireland. Using the Productive Pedagogies framework, we compared the pedagogical practices of three pairs of teachers who were either upskilled, still out-of-field, or always in-field. The findings suggest that graduates of the upskilling program are developing pedagogical practices more like those of in-field teachers.
Education, Migration and Sustainable Development Perspectives of Agenda 2030
Author: Buzov, Ivanka
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Immigration,Sustainable Development,Global Approach,Correlation,Immigrants,Agenda Setting,Objectives,Educational Quality,Poverty,Employment Opportunities,Social Justice,Access to Education,Inclusion,Diversity,Trust (Psychology),Social Change

Global development programs from Agenda 21 (1992) to Agenda 2030 (2015) inevitably promote the importance of education for all, ie they call for equality in access to educational resources. Recognizing the reality of the emergence of a growing category of &quot;mobile population&quot; in the world and the challenges of regular and new migration, for the first time the current Agenda emphasizes the commitment to migration. In this context, it is challenging to monitor the links between migration issues and the highlighted objectives of the Agenda, with a particular focus on sustainable development goal 4 (SDG 4) relating to quality education. Its targets as well as the objectives of the Agenda relating to poverty reduction, the right to employment and decent work (SDG 8), access to justice for all (SDG 16), and the strengthening of the global partnership (SDG 17) primarily imply access to educational resources for all. By promoting the thesis of education as an &quot;enabling right&quot; which, in addition to supporting opportunities for personal development and integration, can also be a driving force for global sustainable development, education is seen as a generator of sustainable development and knowledge society. In the context of the situation of migrants it supports the protection and security of acquired knowledge, prevents the risk of exclusion, ie contributes to their empowerment for sustainable life in the community. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
School Leadership: Key Investments to Support the Success of the American Families Plan
Author: New Leaders
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,School Administration,Principals,Instructional Leadership,Minority Serving Institutions,Teacher Shortage,Diversity (Institutional),Investment,Minority Group Teachers,Coaching (Performance),Faculty Development

President Biden's American Families Plan presents a vision of increased access to higher education, a well-compensated and diverse teacher and early childhood educator workforce and increased access to a high-qualityearly childhood education. It is specifically appreciated that President Biden plans to address teacher shortages, improve teacher preparation, and strengthen pipelines for teachers of color. However, this proposal can be further strengthened and supported by including school leaders. This joint policy brief provides recommendations to build on the strong vision in the American Families Plan and invest directly in improving school leadership in America's public schools. [This brief was produced with the American Federation of School Administrators.]
Work-Based Learning in Higher Education: Experience and Challenges of Learners, Workplaces and Institutions of Higher Education
Author: Roosipõld, Anne
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Work Experience Programs,Higher Education,Foreign Countries,College Students,Supervisors,College Faculty,Experience,School Business Relationship

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master's programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
Public Opinion, Attitude Stability, and Education Policy. Program on Education Policy and Governance Working Papers Series. PEPG 21-04
Author: Houston, David M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Public Schools,Public Opinion,Educational Policy,Comparative Analysis,Teacher Attitudes,Governance,Elementary Secondary Education,Participant Characteristics,Parents,Parent Attitudes,Attitude Change,Benchmarking,Teacher Salaries,Expenditures,Charter Schools,Tenure,Educational Vouchers,Common Core State Standards,Unions,Incentives

Do Americans hold a consistent set of opinions about their public schools and how to improve them? From 2013 to 2018, over 5,000 unique respondents participated in more than one consecutive iteration of the annual, nationally representative &quot;Education Next&quot; poll, offering an opportunity to examine individual-level attitude stability on education policy issues over a six-year period. The proportion of participants who provide the same response to the same question over multiple consecutive years greatly exceeds the amount expected to occur by chance alone. We also find that teachers offer more consistent responses than their non-teaching peers. By contrast, we do not observe similar differences in attitude stability between parents of school-age children and their counterparts without children.
Employability Programmes and Work Placements in UK Higher Education. Research Report
Author: Atfield, Gaby
Date: 2021-11-00
Type: Information Analyses
Subjects: Foreign Countries,College Students,College Graduates,Employment Potential,Career Readiness,Work Experience Programs,Job Placement,Educational Benefits,Costs,Education Work Relationship,Job Skills,Part Time Employment,Partnerships in Education,School Business Relationship,Barriers,Language Skills,Disabilities,Ethnicity,Academic Achievement,Skill Development,Entrepreneurship,College Role,Program Evaluation

Given the recent focus on the employability and earnings of university graduates in the UK, there is a need to explore the employability initiatives offered by higher education institutions (HEIs). Work placements and work experience offered through HEIs aim to improve students' job readiness, and ability to secure suitable jobs after graduation, but little is known about the work experience opportunities available, who can access them, and their impact on individuals, institutions and employers. To address this situation, the Department for Education has commissioned this review of available literature on work placements and work experience in higher education in the UK since 2010, to explore the value that they offer to individuals, HE institutions and employers, focusing on the following research questions: (1) What approaches do universities currently take to improve employability of their students/graduates?; (2) What types of work placement/work experience opportunities are available to students in the UK?; (3) What benefits/costs are realised by students who undertake a placement/work experience opportunity?; (4) What benefits/costs are realised by institutions that encourage placement/work experience opportunities?; and (5) What benefits/costs are realised by employers that offer a placement/work experience opportunity?
Promoting Early Language and Literacy in Tribal Home Visiting Programs
Author: Stark, Deborah Roderick
Date: 2021-02-19
Type: Reports - Evaluative
Subjects: American Indian Students,Alaska Natives,Home Visits,Child Development,Preschool Children,Emergent Literacy,Language Skills,Culturally Relevant Education,Grants,Federal Programs,Learning Strategies,Social Emotional Learning,Cognitive Development,Motor Development,Perceptual Development,Parent Child Relationship,Language Maintenance,Cultural Maintenance,School Readiness,Evidence Based Practice,Disadvantaged Youth,Parents as Teachers,Story Telling,Singing,Reading,Interpersonal Communication,Sign Language,Public Libraries

The sharing of American Indian and Alaska Native (AIAN) cultures and lifeways provides opportunities for helping young children form deep connections to their community, which, in turn, aids in the development of their early language and literacy skills. This issue brief--based on interviews with eight Tribal Maternal, Infant, Early Childhood Home Visiting (Tribal MIECHV) grantees -- focuses on the ways in which home visiting programs can promote the development of early language and literacy skills, which are important aspects of child development. The brief starts with a short overview of early child development to illustrate how language, literacy, and culture are nested within overall development. The brief shares examples of how Tribal MIECHV grantees are helping families build upon everyday activities from storytelling to singing, talking, reading, and other strategies. It also highlights how some grantees are tapping into community resources to extend language and literacy offerings. [This report was prepared by Programmatic Assistance for Tribal Home Visiting (PATH).]
How to Sell SEL: Parents and the Politics of Social-Emotional Learning
Author: Tyner, Adam
Date: 2021-08-00
Type: Reports - Research
Subjects: Social Emotional Learning,Mental Health,Parent Attitudes,Elementary Secondary Education,Vocabulary,Political Affiliation,Family Role,Racial Differences,Ethnicity,Social Class,Religion,School Role,Skill Development,Teaching Methods,Values,Barriers,Educational Attainment,Parent Background

Whether a response to lackluster academic gains in our nation's schools or longstanding beliefs about the wider purposes of schooling, social and emotional learning (SEL) has gained a massive following in education circles. Further, the mental health challenges imposed by the COVID-19 pandemic have strengthened the demand that schools do more to support students' social and emotional needs. Yet as educators embrace SEL as an essential part of a child's education, too little is known about how parents view it and the extent to which its terminology can be nebulous, obscure, and off-putting to some, particularly to parents who want schools to stick to basic academics. To better understand parents' take on SEL and to explore possible pitfalls in communicating with them about SEL and its place in schools, the Thomas B. Fordham Institute commissioned this nationally representative poll of 2,000 parents of children in grades K-12. Although it finds that parents overwhelmingly support the essence of SEL and recognize its rightful place in America's schools, some differences of opinion break along partisan lines. It also reveals genuine challenges in getting the terminology right. Ultimately, results from the survey can help educators, policymakers, and philanthropists gain parental support for their efforts. [Foreword written by Amber M. Northern and Michael J. Petrilli.]
WV Adult Education Technical Assistance Guide for Administrators. WVAdultEd Administrator&apos;s Guide. Revised
Author: West Virginia Department of Education (WVDE), Office of Adult Education
Date: 2020-07-00
Type: Guides - Non-Classroom
Subjects: Adult Education,Technical Assistance,Program Administration,Government Role,Federal Government,State Government,Labor Force Development,Labor Legislation,Federal Legislation,Eligibility,Adult Students,Out of School Youth,Adult Educators,Teacher Qualifications,Teacher Selection,Employment Interviews,Teacher Supervision,Educational Finance,Accountability,Information Systems,Program Evaluation,Educational Quality,Quality Assurance,Confidentiality

WVAdultEd programs provide adults with the opportunity to acquire and improve functional skills necessary to enhance the quality of their lives as workers, family members, and citizens. Educational services are available at no cost to the learners and are designed to meet the educational needs of the individual. Certified adult education instructors provide instruction. A regional adult education coordinator, based at the Educational Service Cooperative (ESC), provides technical assistance to local administrators. This technical guide provides program management and federal, state, and local resources for adult education administrators in West Virginia.
Documenting Pandemic EBT for the 2020-21 School Year: State Perspectives on Implementation Challenges and Lessons for the Future. Research Report
Author: Waxman, Elaine
Date: 2021-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Hunger,Food,Lunch Programs,Breakfast Programs,Federal Aid,Federal Legislation,Barriers,Elementary Secondary Education,Summer Programs,Low Income Students,State Government,Government Role,Federal Government,Eligibility,Attendance,Program Administration,Data Collection

The Pandemic Electronic Benefits Transfer (P-EBT) program was launched as an effort to address the loss of access to free and reduced-price school meals due to widespread school closures at the onset of the COVID-19 pandemic. As schools reopened in a shifting mix of fully virtual, hybrid, and in-person formats and families lacked consistent access to school meals, these benefits were extended through the 2020-21 school year and were highly valuable to families in buffering the full extent of food insecurity they may have faced during this uncertain time. However, the complexity of administering this program was a fundamental barrier in providing timely support to families, who ultimately went without benefits for at least half of the school year. In this report, we dive into the challenges state administrators faced in launching this new program during the 2020-21 school year and reflect on considerations for the future. [This report was prepared by Urban Institute's Income and Benefits Policy Center.]