ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Authentic Digital Resources in Support of Deep, Meaningful Learning
Author: Smithsonian Center for Learning and Digital Access
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Learning Laboratories,Teaching Methods,Educational Technology,Technology Integration,Student Projects,Active Learning,Elementary Secondary Education,Instructional Materials,Shared Resources and Services,Assignments,Teacher Developed Materials,Alignment (Education),Common Core State Standards,Science Education,Self Concept,Art Products,Social Studies,Language Arts,United States History,War,Civil Rights,History Instruction,Archives

This white paper describes instructional approaches that apply to successful teaching with the Smithsonian &quot;Learning Lab.&quot; After defining its use of terms such as &quot;deeper learning&quot; and &quot;authentic resources&quot; the authors review the research basis of three broad approaches that support integrating digital resources into the classroom: project-based learning, guided exploration of concepts and principles, and guided development of academic skills. These approaches find practical application in the last section of the paper, which includes seven case studies. [This report was prepared for the Smithsonian Center for Learning and Digital Access by Interactive Educational Systems Design, Inc.]
The Education Lesson from COVID-19: School Choice Is Imperative for Every Child. Backgrounder. No. 3582
Author: Butcher, Jonathan
Date: 2021-02-01
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Choice,School Closing,Public Schools,Charter Schools,Private Schools,Elementary Secondary Education,Parent Attitudes,Online Courses,Parent Role,Educational Policy,School Districts,Student Placement,Barriers,Government Role,Federal Government,State Government,Change Strategies

In fall 2020, parents found new ways to help their children learn amid uncertain school-district plans for school re-openings. The defining feature of the new education landscape emerging from the pandemic is that many families are no longer waiting for school-district solutions, and are giving themselves permission to choose how and where their children learn when assigned schools are closed, including finding--or creating--new learning opportunities. Research on the economic impact of school closures underscores just how important it is to continue student learning. Not all students stopped learning in March 2020. Parent and student instructional choices during the pandemic are changing the defining features of assigned-school education offerings, increasing private school opportunities, and adding new learning options such as creating pods and microschools. Members of three distinct groups--(1) the traditional public school sector; (2) the charter school and private school sector; and (3) parents--faced the same pandemic and responded in measurably different ways. This &quot;Backgrounder&quot; reviews the reactions, experiences, and plans for the future of the three stakeholder groups of these K-12 learning alternatives, and explains what these choices mean for the future of students' academic success.
Helping Teachers Support &apos;Whole Learners&apos; Collection: Collaborating to Accelerate Social Impact
Author: Farnham, Lija
Date: 2019-09-00
Type: Collected Works - General
Subjects: Teacher Influence,Classroom Environment,School Culture,Teacher Role,Holistic Approach,Success,Teacher Collaboration,Educational Change,Achievement,Faculty Development,Elementary Secondary Education,Public Schools,Curriculum Development,At Risk Students,Barriers,Equal Education,Advanced Placement Programs,Elementary Schools,Middle Schools,High Schools,Language Arts,Minority Group Students,Low Income Students,Teacher Student Relationship,Change Strategies,Teamwork

The most promising intervention for improving learning and reducing academic gaps in outcomes is present in every classroom: the &quot;teacher&quot;. Teachers empowered to create relationship-centric, supportive classroom and school cultures, combined with rigorous academics, produce breakthrough results for their students. Three nonprofits' approaches share how to put this powerful practice into action. Their approaches hold the promise of working at much greater scale. The BARR Center, EL Education, and Equal Opportunity Schools have developed successful, yet very different, approaches that help teachers create relationship-centric, supportive classroom and school cultures. This collection consists of an introduction followed by three case studies including: (1) &quot;Helping Teachers Support 'Whole Learners': Going Beyond Academics to Foster Student Success&quot;; (2) &quot;EL Education: Helping Teachers to Foster Learning and Build Character&quot;; (3) &quot;Equal Opportunity Schools (EOS): Helping Teachers Close the Classroom Equity Gap&quot;; and (4) &quot;The BARR Center: Helping Teachers Connect with Each Other and Their Students.&quot;
Ethnic Studies: Post Professional Development Evaluation. Curriculum Specialists and Teachers&apos; Reflections. Report of Findings
Author: Talbert, Christina
Date: 2020-07-00
Type: Reports - Research
Subjects: Ethnic Studies,Learning Laboratories,Teacher Workshops,Museums,Curriculum Development,Instructional Materials,Hispanic Americans,Asian Americans,Faculty Development,Active Learning,Inquiry,High Schools,Social Studies,Alignment (Education),Specialists,Program Evaluation,Program Effectiveness

This post-professional development evaluation study (based on in-depth interviews) assessed the experience of ten educators who had participated one year earlier in workshops about the use of museum digital resources through the Smithsonian Learning Lab (SLL) for curricula development. The project focused on creating SLL collections to integrate museum-based Latino and Asian Pacific American instructional materials into these courses and to understand their usefulness in teaching. Participants were asked about their experience at the workshop, using the SLL themselves and in collaboration with teachers, and any barriers and lessons learned throughout the year regarding the SLL. The main conclusions of this study were: (1) Curricula developers who participated in professional development workshops one year earlier and the teachers to whom they presented the Smithsonian Learning Lab valued the Lab mostly for the variety of authoritative and vetted Smithsonian digital resources. They envisioned the potentiality of the use of the Lab to engage students in inquiry-based learning; and (2) One of the main components of an effective professional development workshop is to include ample time to practice using the Lab. Our audience welcomed continuous support.
Characteristics of Digital Learning Content, Pedagogies, and Platforms That Support Young Learners: An Analysis of Existing Literature and Research. Understanding the Needs of Student Users of Digital Smithsonian Resources (Vol. 1 of 7)
Author: Smithsonian Center for Learning and Digital Access
Date: 2017-01-00
Type: Information Analyses
Subjects: Learning Laboratories,Student Needs,Electronic Learning,Student Motivation,Technology Uses in Education,Cognitive Processes,Difficulty Level,Inquiry,Active Learning,Metacognition,Instructional Design,Cooperative Learning,Learner Engagement,Curriculum Design,Course Content,Alignment (Education),Problem Solving

Launched in June 2016, the Smithsonian Learning Lab (SLL) provides access to the digital resources from across the Smithsonian's 19 museums, 9 major research centers, and the National Zoo, to be used as real-world learning experiences. It is designed to aid students in building lasting knowledge and critical skills that take learners from simply finding resources to thoughtful selection, examination, organization, and creation of new resources. The SLL, as it currently exists, was largely informed by the input and practice of diverse and effective educators. Therefore the goal of this Literature Review, as a piece of a larger research effort, &quot;Understanding the Needs of Student Users of Digital Smithsonian Resources,&quot; focuses on published research, studies, reports, and articles targeting student use of digitally supported learning environments and tools. The design for this review and summary report is intended to lend additional insight into how digital systems, tools, pedagogy and content, can be adapted to better meet students' learning needs. The overall project will assimilate the findings of this Literature Review along with an environmental scan of widely used platforms and a series of field observations. [This project was supported through a grant from the Smithsonian Youth Access grant program. For Volumes 2-5, see ED612911-ED612914, respectively. For Volumes 6 and 7, see ED612918 and ED612920.]
Environmental Scan of Digital Learning Platforms Popular with Young Learners: A Comparison of Systems and Features. Understanding the Needs of Student Users of Digital Smithsonian Resources (Vol. 2 of 7)
Author: Smithsonian Center for Learning and Digital Access
Date: 2017-01-00
Type: Reports - Research
Subjects: Electronic Learning,Student Needs,Learning Laboratories,Experiential Learning,Technology Uses in Education,Web Based Instruction,Web Sites,Tutorial Programs,Video Technology,Integrated Learning Systems,Educational Games,Video Games,Shared Resources and Services,Online Courses

Launched in June 2016, the Smithsonian Learning Lab (SLL) provides access to the digital resources from across the Smithsonian's 19 museums, 9 major research centers, and the National Zoo, to be used as real-world learning experiences. It is designed to aid students in building lasting knowledge and critical skills that take learners from simply finding resources to thoughtful selection, examination, organization, and creation of new resources. The goal of this Environmental Scan, as a piece of a larger research effort, &quot;Understanding the Needs of Student Users of Digital Smithsonian Resources,&quot; focuses on the features of existing digital learning platforms and tools commonly used by students and teachers. The design for this review and summary report is intended to lend additional insight into how digital systems, tools, pedagogy and content, can be adapted to better meet students' learning needs. [This project was supported through a grant from the Smithsonian Youth Access grant program. For Volume 1, see ED612909. For Volumes 3-5, see ED612912-ED612914, respectively. For Volumes 6 and 7, see ED612918 and ED612920.]
Environmental Scan of Social Media Platforms Popular with Young Learners: A Comparison of Systems and Features. Understanding the Needs of Student Users of Digital Smithsonian Resources (Vol. 3 of 7)
Author: Smithsonian Center for Learning and Digital Access
Date: 2017-01-00
Type: Reports - Research
Subjects: Social Media,Electronic Learning,Student Needs,Learning Laboratories,Experiential Learning,Computer Mediated Communication,Video Technology,Computer Oriented Programs,Photography,Telecommunications,Electronic Journals,Multimedia Materials,Handheld Devices,Internet

Launched in June 2016, the Smithsonian Learning Lab (SLL) provides access to the digital resources from across the Smithsonian's 19 museums, 9 major research centers, and the National Zoo, to be used as real-world learning experiences. It is designed to aid students in building lasting knowledge and critical skills that take learners from simply finding resources to thoughtful selection, examination, organization, and creation of new resources. The SLL, as it currently exists, was largely informed by the input and practice of diverse and effective educators. Therefore the goal of this Environmental Scan, as a piece of a larger research effort, &quot;Understanding the Needs of Student Users of Digital Smithsonian Resources,&quot; focuses on the features of existing social media platforms and tools commonly used by students. The design for this review and summary report is intended to lend additional insight into how digital systems, tools, pedagogy and content, can be adapted to better meet students' learning needs. The overall project will assimilate the findings of this Environmental Scan along with other research to address some key questions around methods or requirements for enhancing student motivation and engagement with digital content and tools: (1) What are the ways that students engage with digital content in academic settings? (2) What are the motivations for student use of digital content? and (3) What are the interface requirements/scaffolds needed to enable and enhance student engagement with rich digital resources? [This project was supported through a grant from the Smithsonian Youth Access grant program. For Volumes 1 and 2, see ED612909 and ED612911. For Volumes 4 and 5, see ED612913 and ED612914. For Volumes 6 and 7, see ED612918 and ED612920.]
Student/Learner Usage Data from Smithsonian Learning Lab, November 2015-December 2016. Understanding the Needs of Student Users of Digital Smithsonian Resources (Vol. 4 of 7)
Author: Smithsonian Center for Learning and Digital Access
Date: 2017-01-00
Type: Reports - Research
Subjects: Learning Laboratories,Electronic Learning,Experiential Learning,Student Needs,Users (Information),Information Sources,Internet,Use Studies,Assignments,Secondary School Students

Launched in June 2016, the Smithsonian Learning Lab (SLL) provides access to the digital resources from across the Smithsonian's 19 museums, 9 major research centers, and the National Zoo, to be used as real-world learning experiences. It is designed to aid students in building lasting knowledge and critical skills that take learners from simply finding resources to thoughtful selection, examination, organization, and creation of new resources. The SLL, as it currently exists, was largely informed by the input and practice of diverse and effective educators. Therefore the goal of this Usage Data Analysis, as a piece of a larger research effort, &quot;Understanding the Needs of Student Users of Digital Smithsonian Resources,&quot; focuses on comparing activities performed on the SLL by users in the project's target age range (13-17) to adult users. The design for this review and summary report is intended to lend additional insight into how digital systems, tools, pedagogy and content, can be adapted to better meet students' learning needs. [This project was supported through a grant from the Smithsonian Youth Access grant program. For Volume 1, see ED612909. For Volumes 2 and 3, see ED612911 and ED612912. For Volumes 5-7, see ED612914, ED612918, and ED612920, respectively.]
Summary of Data: Student Observations and Interviews (Pittsburgh, Pennsylvania). Understanding the Needs of Student Users of Digital Smithsonian Resources (Vol. 5 of 7)
Author: Smithsonian Center for Learning and Digital Access
Date: 2017-08-00
Type: Reports - Research
Subjects: Learning Laboratories,Electronic Learning,Experiential Learning,Student Needs,Student Motivation,Learner Engagement,Educational Technology,Computer Interfaces,Technology Uses in Education,Elementary School Students,Middle School Students,Student Developed Materials,Learning Activities,Assignments,Student Attitudes

Launched in June 2016, the Smithsonian Learning Lab (SLL) provides access to the digital resources from across the Smithsonian's 19 museums, 9 major research centers, and the National Zoo, to be used as real-world learning experiences. It is designed to aid students in building lasting knowledge and critical skills that take learners from simply finding resources to thoughtful selection, examination, organization, and creation of new resources. The SLL, as it currently exists, was largely informed by the input and practice of diverse and effective educators. Therefore the goal of these Student Observations and Interviews, as a piece of a larger research effort, &quot;Understanding the Needs of Student Users of Digital Smithsonian Resources,&quot; focuses on the existing student use of the SLL, in classroom experiences mediated by teachers. The design for this review and summary report is intended to lend additional insight into how digital systems, tools, pedagogy and content, can be adapted to better meet students' learning needs. The overall project will assimilate the findings of these Student Observations and Interviews along with other research to address some key questions around methods or requirements for enhancing student motivation and engagement with digital content and tools: (1) What are the ways that students engage with digital content in academic settings? (2) What are the motivations for student use of digital content? and (3) What are the interface requirements/scaffolds needed to enable and enhance student engagement with rich digital resources? [This project was supported through a grant from the Smithsonian Youth Access grant program. For Volume 1, see ED612909. For Volumes 2-4, see ED612911-ED612913, respectively. For Volumes 6 and 7, see ED612918 and ED612920.]
Summary of Data: Student Testing and Observations (Chico, California). Understanding the Needs of Student Users of Digital Smithsonian Resources (Vol. 6 of 7)
Author: Smithsonian Center for Learning and Digital Access
Date: 2017-01-00
Type: Reports - Research
Subjects: Learning Laboratories,Electronic Learning,Technology Uses in Education,Secondary School Students,Student Evaluation,Testing,World Literature,United States Literature,World History,United States History,Science Education,Student Educational Objectives,Worksheets,Student Attitudes,Educational Technology,Notetaking,Progress Monitoring,Cooperative Learning,Preferences,Printed Materials

Launched in June 2016, the Smithsonian Learning Lab (SLL) provides access to the digital resources from across the Smithsonian's 19 museums, 9 major research centers, and the National Zoo, to be used as real-world learning experiences. It is designed to aid students in building lasting knowledge and critical skills that take learners from simply finding resources to thoughtful selection, examination, organization, and creation of new resources. The goal of these Student Testing experiences, as a piece of a larger research effort, &quot;Understanding the Needs of Student Users of Digital Smithsonian Resources,&quot; focuses on testing possible approaches to using the SLL in the classroom by students (based on the other components of this project: Volumes 1-5). Assessing information from the Literature Review (Volume 1, ED612909), the Environmental Scan (Volume 2, ED612911 and Volume 3, ED612912), and Student Observations and Interviews in Pittsburgh, PA classrooms (Volume 5, ED612914), targeted features were selected for further classroom prototyping and testing with students ranging from ages 13-17 years old in 8 separate classroom sessions at 3 diverse school sites. The overall project will assimilate the findings of Student Tests and Observations along with other research to address some key questions around methods or requirements for enhancing student motivation and engagement with digital content and tools. [This project was supported through a grant from the Smithsonian Youth Access grant program. For Volumes 1-5, see ED612909 and ED612911-ED612914, respectively.]
Teacher Training for Quality P-3 STEM Education. Policy Brief
Author: Zinth, Jennifer
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Early Childhood Teachers,STEM Education,Mathematics Anxiety,Faculty Development,State Policy,Inservice Teacher Education,State Programs

Instruction in prekindergarten through third grade (P-3) lends itself to authentic, project-based and playful experiences that immerse learners in STEM activities and instruction. In an era of increased focus on literacy and math skills, STEM provides an interdisciplinary approach that may prove more effective for young students to acquire skills across several subject areas. P-3 teachers need specific training to understand what comprises high-quality early STEM learning experiences and to be equipped to offer learners these experiences on a consistent basis. However, the experiences of most P-3 educators do not prepare them to provide integrated STEM instruction, as demonstrated by the limited requirements for pre-service and in-service elementary teachers in STEM subjects. This Policy Brief explores the critical components for early STEM training and professional development for teachers, which includes acknowledging and overcoming math anxiety and implementing teacher training in tandem with other supports, such as principal training and high-quality curricular resources. This brief also provides examples of the types of approaches state policymakers use to create a policy environment that supports implementation of these components. This includes statewide approaches, those that blend in regional approaches and innovations in designing training content. Lastly, policy considerations are provided to build out a comprehensive approach.
Technical Specifications for Future Development of the Smithsonian Learning Lab. Understanding the Needs of Student Users of Digital Smithsonian Resources (Vol. 7 of 7)
Author: Smithsonian Center for Learning and Digital Access
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Learning Laboratories,Educational Technology,Social Media,Electronic Learning,Notetaking,Worksheets,Computer Mediated Communication,Learner Engagement,Navigation (Information Systems),Progress Monitoring,Feedback (Response),Cooperative Learning,Independent Study

Launched in June 2016, the Smithsonian Learning Lab (SLL) provides access to the digital resources from across the Smithsonian's 19 museums, 9 major research centers, and the National Zoo, to be used as real-world learning experiences. It is designed to aid students in building lasting knowledge and critical skills that take learners from simply finding resources to thoughtful selection, examination, organization, and creation of new resources. The SLL, as it currently exists, was largely informed by the input and practice of diverse and effective educators. Informing the recommendations in this document are findings from the five components of this project: (1) A Literature review of research, studies, and reports on the topic of digital learning trends and strategies for youth (Volume 1, ED612909); (2) Environmental scans of both digital learning environments and social media platforms used by youth (Volume 2, ED612911 and Volume 3, ED612912); (3) Analysis of existing usage data for Smithsonian Learning Lab users ages 13-17 (Volume 4, ED612913); and (4) Classroom testing and observations with youth across diverse school environments (Volume 5, ED612914 and Volume 6, ED612918). This document represents a compilation of findings from each of the above elements. These findings helped the project team to distill a series of features and strategies to test with students and determine potential areas for further development to the Smithsonian Learning Lab to support the needs of student users. [This project was supported through a grant from the Smithsonian Youth Access grant program.]