ethanporcaro/eric-fulltext-meta huggingface dataset:
Codifying a Next-Generation Education System: New York City iSchool
Author: Education Development Center, Inc.
Date: 2009-10-01
Type: Reports - Descriptive
Subjects: Influence of Technology,Quality of Life,Work Environment,Productivity,Futures (of Society),Educational Practices,Educational Change,Technology Uses in Education,Computer Use,Differences,Socioeconomic Status,Secondary Education,Educational Innovation,Social Support Groups,Leadership,Selection,Program Implementation,Partnerships in Education,Models,Sustainability,Strategic Planning,Replication (Evaluation)

The world outside schools is changing rapidly with the advances of technology and economic requirements for a 21st-century global citizenry. Today, technology has moved into one's everyday life and is becoming a pervasive part of how one works, learns, and plays. Similarly, networked communications and computer technology have transformed the modern workplace dramatically, touching nearly every career and job category from entry level to seasoned professional--making skills once confined to a small group of technology enthusiasts into basic requirements for the mainstream and bringing the global community closer to one's doorstep. In New York City, the leadership in cooperation with philanthropic and corporate sponsors promoted early on the broad and passionate implementation of 21st Century education and introduced a small-scale innovative technology infrastructure and tools, and administrative and instructional policies and practices, which have disrupted the system and are now being scaled up throughout the system. Cisco asked researchers at Education Development Center, Inc. (EDC), a not-for-profit education organization, to identify the lessons learned from the implementation of the iSchool in New York City and to translate these lessons into actionable thematic areas for education leaders and decision-makers involved in implementing and scaling up education reform efforts. Drawing from the successes and challenges experienced at the iSchool, the research team aims to inform the development of a replicable model for transforming schools into 21st-century education systems. Codifying Innovations: Interview Protocol New York City iSchool is appended. (Contains 1 figure and 5 footnotes.)
Codifying a Next-Generation Education System: Jefferson Parish Public School System
Author: Education Development Center, Inc.
Date: 2009-10-00
Type: Reports - Research
Subjects: Teaching Models,Educational Change,Educational Practices,Futures (of Society),Elementary Secondary Education,Technology Uses in Education,Partnerships in Education,Change Strategies,Instructional Leadership,Community Involvement,Access to Information,Learner Engagement,Student Motivation,Administrator Attitudes,Goal Orientation,Holistic Approach

Using innovative strategies in collaboration with national and international education partners and school districts in Mississippi and Louisiana, Cisco Systems, Inc. (Cisco), has experimented with 21st Century education system reform ideas and strategies for the past four years. The Cisco 21S Initiative seeks to transform current approaches to school leadership and administration, teaching and learning practices, and community involvement by creating a next-generation education model that focuses on teaching 21st Century skills and establishing full-community participation-district staff, school staff, parents, and local businesses-in the education process. The 21S Initiative has three interrelated components: (1) Connected schools; (2) Connected learning; and (3) Connected community. Helping districts and schools make connections across all three components of the program is central to the 21S Initiative. Through the implementation of these program components in the Gulf Coast region, Cisco has learned how to effect rapid 21st Century education transformation in real education systems. As a result, Cisco's education and technology leadership have articulated a concrete vision and framework for a 21st Century education system (Cisco Systems, 2008). In conjunction, they have developed tools to manage better the process of education transformation. The principles of 21st Century education fall into four key categories: (1) 21st Century curriculum, pedagogy, and assessment; (2) High-quality infrastructure and technology; (3) Policies, procedures, and management; and (4) Leadership, people, and culture. Appendix includes: Interview Protocol. (Contains 6 figures, 3 tables and 2 footnotes.) [Funding for this paper was provided by the Cisco Global Education Group.]
PBS KIDS Transmedia Suites Gaming Study: A Report to the CPB-PBS &quot;Ready to Learn Initiative&quot;
Author: Pasnik, Shelley
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Public Television,Educational Television,Educational Technology,Technology Uses in Education,Educational Games,Computer Games,Informal Education,Educational Environment,Access to Computers,Experience,Play,Demonstration Programs,Economically Disadvantaged,Children,Teachers,Parents,Observation,Interviews

Educators are well aware that in order to positively impact children's learning, media and technology must be integrated into the teaching and learning activities of instructional environments. In order to be a powerful catalyst for learning, media and technology resources must complement the learning goals, the instructional practices, and the curricular materials used in a learning environment. By conducting a series of observations and interviews for the CPB-PBS &quot;Ready To Learn Initiative&quot; in settings where PBS KIDS transmedia were available to a diverse group of young children in a range of out-of-school learning environments, Education Development Center, Inc. (EDC) and SRI International (SRI) collected evidence about children's experiences, educators' approaches, and parents' perspectives with respect to transmedia and the use/potential of PBS KIDS transmedia for supporting children's learning. The authors' analyses highlighted the following findings: (1) Children perceived PBS KIDS transmedia and digital games to be fun and engaging, though they usually could not identify the learning content within a game and may have needed adult facilitation to recognize the learning goals embedded in a transmedia game; (2) Parents and educators reported that PBS KIDS transmedia games from the PBS's KIDS Lab provided both educational content and an opportunity to practice 21st-century skills; (3) The learning and game play environments, including technical supports and logistics, played a substantial role in determining the nature of children's experience with the PBS KIDS transmedia; (4) PBS KIDS transmedia game environments can be modified in ways that will keep children from wandering from one environment to another through random clicking; (5) PBS KIDS transmedia game design can encourage sustained engagement by providing increased challenges as play proceeds and by facilitating children's log-in ability so that each return to a game does not require a return to the game's first level of play; and (6) Different social and technical accommodations are needed in PBS KIDS transmedia game environments to successfully support different levels of development in children's cognitive, social, and motor skills. In this paper, the authors elaborate on these issues and present more information about how educators made use of the PBS KIDS transmedia, what parents had to say about their children's use of transmedia, and what children did during game play. (Contains 2 tables and 1 footnote.)
&quot;Ready To Learn&quot; Transmedia Demonstration Station Study: A Report to the CPB-PBS &quot;Ready to Learn Initiative&quot;
Author: Pasnik, Shelley
Date: 2012-09-00
Type: Reports - Research
Subjects: Public Television,Educational Television,Educational Technology,Technology Uses in Education,Early Childhood Education,Demonstration Programs,Outreach Programs,National Programs,Mathematics,Literacy,Video Technology,Educational Games,Instructional Materials,Economically Disadvantaged,Children,Child Caregivers,Partnerships in Education,Program Effectiveness,Program Evaluation,Summative Evaluation

The 2012 Transmedia Demonstration Stations program study is part of the multiyear CPB-PBS &quot;Ready To Learn&quot; summative evaluation initiative by Education Development Center, Inc., (EDC) and SRI International (SRI). Through a series of related studies, the authors are documenting, and, whenever possible, measuring the impact of PBS KIDS transmedia mathematics and literacy resources on the learning activities and outcomes of children from low-income families and their adult caregivers in early childhood classrooms, community settings, and at home. The purpose of this context study is to understand better how national and local public media organizations with their local partners are implementing educational outreach activities in communities across the country where children, educators, and families are using PBS KIDS transmedia content. The PBS KIDS transmedia vision is that, by having digital videos and games and supplementary print resources featuring the same PBS KIDS characters and character environments, telling stories or visiting themes across technology platforms (televisions, laptops, tablets, and phones), and playing out in different settings, children will have opportunities to engage deeply with &quot;Ready to Learn's&quot; PBS KIDS content. Media producers, researchers, and increasingly educators are exploring how a transmedia orientation to production of and engagement with content can encourage high-quality learning experiences. (Contains 4 footnotes.)
Critical Needs of Students Who Are Deaf or Hard of Hearing: A Public Input Summary
Author: Szymanski, Christen
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Deafness,Hearing Impairments,Student Needs,Barriers,Cooperation,Curriculum,Instruction,Early Intervention,Disability Identification,Expectation,Family Involvement,Misconceptions,Language,Communication (Thought Transfer),Literacy,Educational Policy,Educational Legislation,School Personnel,Training,Professional Development,Resources,Social Development,Emotional Development,Disabilities,Assistive Technology

As mandated by the Education of the Deaf Act (EDA), the Clerc Center is required "to establish and publish priorities for research, development, and demonstration through a process that allows for public input." The public input summarized in this paper informed the Clerc Center's selection of its national priorities for 2013-2018: 1) collaboration, 2) professional development, and 3) parent-school partnerships. This collection of public input provides valuable insight into the wide and diverse range of perspectives regarding the needs of deaf and hard of hearing children, their families, and the professionals who work with them across the nation. As a resource to individuals and organizations, the information in this summary provides insights into the perceived barriers to the academic, linguistic, and social-emotional achievement of deaf and hard of hearing children. (Contains 1 table and 5 figures.)
Effects of a Preschool and Kindergarten Mathematics Curriculum: Big Math for Little Kids
Author: Presser, Ashley Lewis
Date: 2012-09-19
Type: Reports - Research
Subjects: Outcome Measures,Mathematics Curriculum,Control Groups,Mathematics Education,Preschool Children,Preschool Curriculum,Preschool Education,Kindergarten,Longitudinal Studies,Experimental Groups,Effect Size,Academic Achievement,Mathematics Achievement,Socioeconomic Status,Preschool Teachers,Faculty Development,Measures (Individuals),Predictor Variables,Intervention,Comparative Analysis,Fidelity

&quot;Research Findings: Big Math for Little Kids&quot; (&quot;BMLK&quot;) is a mathematics curriculum designed for 4- and 5-year-old children. In this study, the curriculum was evaluated for effectiveness over two years, using a cluster-randomized controlled study. Over 750 children participated in the study and experienced either the &quot;BMLK&quot; curriculum or business-as-usual instruction. Students' mathematics knowledge was assessed using the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) Direct Mathematics Assessment, an independent outcome measure not tied to the curriculum materials. The &quot;BMLK&quot; children significantly outperformed the business-as-usual control group, a difference that represents the equivalent of 1.6 months of additional instruction, with a medium effect size (&quot;Cohen's d&quot;=0.40). &quot;BMLK&quot; children also showed indications of improved mathematical language on piloted language tasks. &quot;Policy or Practice&quot;: These results suggest that the inclusion of thoughtful, developmentally appropriate mathematics curriculum can positively impact young students' achievement. Tables are appended. (Contains 7 tables and 1 footnote.)
Reimagining Financial Aid to Improve Student Access and Outcomes. Executive Summary
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Federal Programs,Student Loan Programs,Educational Policy,Higher Education,Incentives,Enrollment,Graduation Rate,Eligibility,Loan Default,Access to Information,Disclosure,Outcomes of Education

As the student aid programs rapidly approach reauthorization in 2014, they continue to face severe funding and efficiency problems. With grant assistance from the Bill & Melinda Gates Foundation through their "Reimagining Aid Design and Delivery" (RADD) project, the National Association of Student Financial Aid Administrators (NASFAA) examined current systems of student aid with an eye towards reimagining how they could be improved in the future. This policy brief puts forward broad ideas intended to generate discussion and debate with the goal of advancing key policy issues facing student aid. The issues discussed in this brief were generated through a multi-step process, layered with healthy, challenging, and innovative discussion regarding the current and future states of the federal student aid programs. The policy considerations put forward in this issue brief should not be construed as recommendations--rather, they are conversation starters and require additional research, data analysis, and demonstration projects whenever possible. [For the full report, "Reimagining Financial Aid to Improve Student Access and Outcomes," see ED543364.]
Verification Survey: NASFAA Survey Shows Administrative Burden Increasing for Financial Aid Offices. Quick Scan Survey Results
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2009-12-01
Type: Reports - Research
Subjects: Audits (Verification),Student Financial Aid,Financial Aid Applicants,College Students,Economically Disadvantaged,Two Year Colleges,Improvement,Student Financial Aid Officers,Surveys

More than three in four college financial aid offices reported an increase in the number of cases where they must verify information on the Free Application for Federal Student Aid (FAFSA), according to the National Association of Student Financial Aid Administrators' (NASFAA's) latest Quick-Scan Survey. The increase in the number of verification cases was likely to affect two-year colleges and low-income students. "The increases in verification cases couldn't come at a worse time," NASFAA Interim President and CEO Joan Crissman said. "Many financial aid offices are already stretched thin trying to handle record numbers of financial aid applications, awards and appeals at the same time they are working to comply with a host of new requirements. In addition, the increase in verification means that more students have to overcome an additional hurdle to access student aid funds." Seventy-eight percent of the 729 financial aid offices that completed the survey between October 19 and October 23 reported an increase in the number of aid applicants selected for verification by the U.S. Department of Education in the 2009-10 award year compared to the previous year. Thirty-one percent reported an increase below 10 percent while 22 percent reported an increase between 11-20 percent. Twelve percent reported an increase of more than 30 percent and 17 percent reported no increase or a decrease. NASFAA conducted the survey after hearing anecdotal evidence that the numbers of students chosen for verification had been increasing for the last two years.
College Access, Financial Aid, and College Success for Undergraduates from Foster Care
Author: Davis, Ryan J.
Date: 2006-07-00
Type: Reports - Evaluative
Subjects: Undergraduate Students,Foster Care,Access to Education,Student Financial Aid,Academic Achievement,Barriers,Federal Programs,Student Characteristics,College Attendance,Student Adjustment,Academic Persistence,Educational Attainment,Dropouts

In any given year, there are approximately 800,000 youth in the foster care system. These are young children and adolescents whose parents are deceased or who have been subjected to some form of neglect or abuse. They are considered "wards/dependents of the court" and placed in the foster care system, making them the legal custody of the state. About 300,000 of these youth are between the ages of 18 and 24, the traditional college-going years. What are the postsecondary education experiences of youth from foster care? Are they able to receive adequate amounts of financial aid and other services they need to succeed in higher education? This report examines the effects of placement in foster care on college access, financial aid, and college success for undergraduate students. Most traditional-age college attendees are able to receive guidance and support from their parents or legal guardians. Foster children do not have these advantages. Research on youth in foster care indicates that many of them face several problems that delay their ability to live independently once they become young adults--such as purchasing groceries and maintaining a bank account. Furthermore, many children in foster care experience physical and mental health issues, several changes in elementary and secondary schools, homelessness, substance abuse, poverty, and a number of other troubling issues that impedes their ability to gain access to higher education. As a result, studies reveal that only 10 percent of all traditionally college-aged youth from foster care enroll in some form of postsecondary education, even though nearly 70 percent have aspirations to do so. Prior research has estimated that approximately 100,000 college-aged foster care alumni are missing out on higher education opportunities. This report provides a comprehensive list of recommendations for government and institutional leaders to improve the rates at which foster care alumni access and succeed in higher education. These recommendations are a first step toward reversing the negative trends and barriers foster care alumni face when they attempt to access and succeed in higher education. (Contains 3 tables, 5 figures, and 3 footnotes.)
Survey on New Perkins Loan Proposal: NASFAA Survey Results Show Most Schools Oppose Proposed Perkins Loan Changes. Quick Scan Survey Results
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2009-08-19
Type: Reports - Research
Subjects: Student Loan Programs,Federal Programs,Change,Federal Aid,Student Financial Aid,College Students,Federal Legislation,Student Financial Aid Officers,Surveys

More than three-quarters of postsecondary institutions (79 percent) would prefer expanding the current Perkins Loan program rather than replacing it with the Direct Perkins Loan program being proposed in Congress, according to a recent survey of NASFAA-member schools. In fact, increasing unsubsidized Stafford Loan limits (80 percent) and lowering the interest rate on unsubsidized Stafford Loans (83 percent) were both preferred over the proposed Perkins changes passed by the House education committee last month. During the first week of August, NASFAA surveyed more than 2,600 schools about potential changes to the Perkins program. Nearly 25 percent of surveyed schools responded. The survey addressed the proposal in House Bill H.R. 3221 to eliminate the Perkins Loan Program and replace it with the Direct Perkins Loan Program. As proposed, the Direct Perkins Loan program would operate in much the same way as unsubsidized Stafford loans. The new loan program would not carry an administrative cost allowance; a small payment would be paid to schools that elect to service outstanding loans made under the old Perkins Loan Program. The new loans would be serviced by the Department of Education, carry no interest subsidy for borrowers, offer an interest rate of 5 percent, and generally lack the loan forgiveness provisions currently available to Perkins Loan borrowers. The bill would dramatically increase funding for the program by allocating $6 billion annually towards the program beginning in the 2010-11 award year, which supporters of the proposal hope will significantly increase its usage over the current Perkins Loan program. Respondents overwhelmingly (80 percent) preferred increasing funding for the current Perkins Loan program rather than creating the new Direct Perkins Loan program. Schools that currently participate in the Perkins Loan program are most opposed to the changes proposed by Congress (only 15 percent favored the new program), while non-Perkins schools tended to be split (45 percent of non-Perkins schools preferred the current program).
Reimagining Financial Aid to Improve Student Access and Outcomes
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Federal Programs,Student Loan Programs,Educational Policy,Higher Education,Incentives,Enrollment,Graduation Rate,Eligibility,Loan Default,Access to Information,Disclosure,Outcomes of Education

As the student aid programs rapidly approach reauthorization in 2014, they continue to face severe funding and efficiency problems. With grant assistance from the Bill &amp; Melinda Gates Foundation through their &quot;Reimagining Aid Design and Delivery&quot; (RADD) project, the National Association of Student Financial Aid Administrators (NASFAA) examined current systems of student aid with an eye towards reimagining how they could be improved in the future. This policy brief puts forward broad ideas intended to generate discussion and debate with the goal of advancing key policy issues facing student aid. The issues discussed in this brief were generated through a multi-step process, layered with healthy, challenging, and innovative discussion regarding the current and future states of the federal student aid programs. NASFAA convened first and foremost a group of financial aid directors from across the country and from all sectors of higher education to serve as a discussion and reaction group. NASFAA also convened a group of policy advisors, made up of student aid experts and economists. In addition, NASFAA solicited feedback from a separate group of aid administrators, student aid advocates, and higher education policy experts along the way. Throughout the RADD project, NASFAA relied on a series of underlying principles to guide its efforts. The principles were predicated on NASFAA's Core Advocacy Principles and included the promotion of fairness, access, equity for all students, the primacy of need-based financial aid, increased accountability and transparency, and the acknowledgement that student success is a function of shared responsibility between institutions and students, while recognizing that students hold primary responsibility for successful outcomes. The policy considerations put forward in this issue brief should not be construed as recommendations--rather, they are conversation starters and require additional research, data analysis, and demonstration projects whenever possible. (Contains 1 figure and 2 tables.) [For &quot;Reimagining Financial Aid to Improve Student Access and Outcomes. Executive Summary,&quot; see ED543359.]