ethanporcaro/eric-fulltext-meta huggingface dataset:
Life Journey through Autism: A Guide for Military Families
Author: Alexander, Katie C.
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Access to Information,Autism,Pervasive Developmental Disorders,Military Personnel,Individualized Education Programs,Siblings,Symptoms (Individual Disorders),Clinical Diagnosis,Disability Identification,Intervention,Child Rearing,Child Development,Public Policy,Therapy,Health Insurance,Special Education,Transitional Programs,Access to Education,Access to Health Care,Student Rights,Student Placement,Family School Relationship,Parent Role,Inclusion,Change Strategies,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities

When a military family has a child with autism, they face all the emotions and challenges that accompany this diagnosis, compounded by the realities of military service: war, extended family separation, frequent moves, varying access to specialized healthcare, and other stressors that complicate and often work against effective treatment for children with autism. These families need help navigating these uncharted and difficult waters. This guide and its companion website are resources expressly for military families that have children with autism. Their purpose is to give each family the tools and access to information that it needs on its unique life journey through autism. More specifically, it offers: (1) An understanding of autism and related intervention and treatment; (2) Strategies for addressing the challenges of autism from the time of diagnosis through adulthood; (3) An overview of the Department of Defense (DoD) and service policies related to having a child with autism; (4) Information on autism treatment options and coverage within the military healthcare system; (5) Practical information and tools to guide your child's education; (6) Tips and advice relative to transitions such as permanent change of station (PCS) moves, new schools and more; and (7) Links to additional resources related to autism and military families [This is an update to the previous version of &quot;Life Journey Through Autism: A Guide for Military Families.&quot; For the previous version, see ED542645. Funding for this report was provided by the Schiff Foundation. This report was written with Humana Military (TRICARE East).]
HISD Title I, Part A; Title II, Part A; Title IV, Part A Centralized Programs, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2022-01-10
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Aid,Educational Finance,Academic Achievement,Urban Schools,Public Schools,Low Income Students,Teacher Effectiveness,Faculty Development,Administrator Effectiveness,Capacity Building,Budgets,Teacher Persistence

Title I, Part A; Title II, Part A; and Title IV, Part A funds are provided to the Houston Independent School District (HISD) through the 2015 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the Every Student Succeeds Act (ESSA). All three funds focus on enhancing student achievement. Title I, Part A provides supplemental support for students to meet rigorous academic requirements. Title II, Part A provides supplemental professional development programs for principals and teachers to support students' academic progress. Title IV, Part A funds are used to provide all students with access to a well-rounded education, improve school conditions for student learning (health and safety), and support the use of technology to improve academic achievement and digital literacy for all students. This report documents the contributions of the 2020-2021 centralized programs. The report is presented in partial fulfillment of state and federal laws that require the district to account for funds received through the &quot;Elementary and Secondary Education Act of 1965 (ESEA),&quot; reauthorized in 2015 as the &quot;Every Student Succeeds Act (ESSA).&quot;
MAP Growth Item Parameter Drift Study
Author: He, Wei
Date: 2022-01-00
Type: Reports - Research
Subjects: Achievement Tests,Test Items,Test Reliability,Academic Achievement,Elementary Secondary Education,Item Response Theory,Adaptive Testing,Computer Assisted Testing,Mathematics Tests,Reading Tests,Language Tests,Science Tests,Difficulty Level

To ensure that student academic growth in a subject area is accurately captured, it is imperative that the underlying scale remains stable over time. As item parameter stability constitutes one of the factors that affects scale stability, NWEA® periodically conducts studies to check for the stability of the item parameter estimates for MAP® Growth™. This report documents a routine item parameter drift study with its primary purpose to check for the parameter stability of MAP Growth items. The items of interest in the study were those calibrated before May 24, 2013, when iterative grade range (IGR) was used to establish the calibration sample for MAP Growth item calibration. The study started by re-estimating the items of interest with test events administered between Fall 2017 and Spring 2019 to understand the extent of the drift in item parameter estimates, followed by identifying items that were likely unstable using the Robust Z method. The final step was to conduct an impact analysis that examined the impact of the observed item parameter drift on ability estimates for students. The item-level and test-level analysis results indicate that the MAP Growth measurement scales are remaining stable.
Measuring Pathways to High Quality Early Care and Education. Conceptual Framework Snapshot. OPRE Report #2022-23
Author: Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE)
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Educational Quality,Early Childhood Education,Child Care,Evaluation Methods

Researchers, federal and state policy leaders and administrators, and center directors all seek to understand what drives high quality Early Care and Education (ECE). The Assessing the Implementation and Cost of High Quality Early Care and Education, or ICHQ (pronounced I-check) project, led by Mathematica and funded by the Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families, is developing center-level implementation and cost measures to inform ways to achieve high quality in ECE centers that serve children from birth to age 5 (not yet in kindergarten). The ICHQ conceptual framework lays out five key functions, or areas, of ECE center operations that contribute to high quality care and better outcomes for children. Each of the key functions is defined by a specific set of activities and practices that allows the measure of implementation and costs for each function distinctly. This snapshot highlights the key functions and examples of their related activities or practices.
A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program
Author: Chine, Danielle R.
Date: 2022-01-00
Type: Books
Subjects: STEM Education,Middle School Students,Educational History,Program Effectiveness,Urban Schools,School Districts,Economically Disadvantaged,Longitudinal Studies,Achievement Tests,Scores,Gender Differences,Socioeconomic Status,Race,Attendance,Science Achievement,Mathematics Achievement,Comparative Analysis,Student Projects,Active Learning,Teaching Methods,Program Evaluation,Standards,Teacher Effectiveness

This study discusses the effectiveness of a science, technology, engineering, and math (STEM) program spanning grades six through eight in a traditional, urban school district located in Northeastern Ohio. The history and expressed need for STEM education within post-steel producing and economically depressed regions are discussed. Important factors describing STEM programming such as curriculum, standards, content delivery, integration, and aspects of implementation are described. This longitudinal study reports Ohio State Test (OST) scores along with the demographic factors of gender, socioeconomic status, student race, and attendance rate to determine the impact of STEM programming. The use of multilevel, statistical analyses through hierarchical linear modeling (HLM) determined integrated STEM had a significant, positive effect on student achievement in both math and science and an even stronger impact isolating science achievement by itself. The predictive results of HLM analysis determined STEM students scored significantly higher on the OST in science and math combined scoring 31.8 points higher on average and 38.2 points higher in science compared to their general education peers. No interaction effects were determined between STEM participation and gender, socioeconomic status, student race, and attendance rate. This research has powerful implications for educational leaders as they need to be aware of the impact integrated STEM programming and project-based learning (PBL) has on student achievement. The results indicate that integrated STEM programming in middle school has a positive effect on student achievement indicating it is indeed a pathway to success.
Studies on Education, Science, and Technology 2021
Author: Shelley, Mack, Ed.
Date: 2022-01-00
Type: Books
Subjects: Foreign Countries,Education,Sciences,Technology,Educational Trends,Educational Research,Scientific Research,Educational Change,COVID-19,Pandemics,Electronic Learning,Access to Education,Equal Education,Distance Education,Online Courses,Asynchronous Communication,Synchronous Communication,Portfolios (Background Materials),Formative Evaluation,Mathematics Education,Student Evaluation,Coaching (Performance),Technology Integration,Educational Planning,Religion,Higher Education,Learning Theories,Athletes,Anxiety,Physical Activities,Attribution Theory,Intimacy,Females,Status,Family (Sociological Unit),Sex Role,Coping,Child Rearing,Autism,Pervasive Developmental Disorders,Educational Technology,Information Systems,Lecture Method,Computer Science Education,Visual Arts,Art Education

Education, science, and technology disciplines at all levels have never been more important, more exciting, or more crucial for its broader impacts on human society. The need for advanced technical skills is increasingly pressing to address climate change, combat COVID and other diseases, enhance the infrastructural built environment, grow food sources to feed an expanding planetary population, make new scientific discoveries, and interface synergistically with the arts, humanities, and social sciences. Teachers/instructors/mentors/professors need to be proficient in the best ways to convey knowledge and motivate the next generations of productive and engaged citizens of an increasingly diverse planet on which its human inhabitants must learn to confront and surmount increasingly difficult challenges to survival and prosperity. Students need to be focused on honing their learning skills and adapting to an ever-evolving global economy demanding always higher levels of technical proficiency. Students also need to be free to pursue any and all areas of interest without interference from cultural, political, ideological, or faith-imposed limitations. Policymakers need to provide the financial and human resources to fuel the engine of education, and they must create the maximum possible latitude for both those who teach and those who learn to pursue science, technology, engineering, and mathematics to their limits. This book contributes to addressing these needs and to suggesting potential solutions from multiple global perspectives. Adaptability of instructional methods, relevance of instructional content to students' lived experiences, and sensitivity to the mental and physical demands imposed on students must be hallmarks of education. The book is divided into three sections related to studies on education, science, and technology. Each section includes three chapters. The chapter's contributors are from the following countries: the United States, Germany, Greece, Indonesia, the United Kingdom, Russia, and Malaysia. This diversity brings an international perspective to the book.
Pre-Service Teachers&apos; Pedagogical Content Knowledge in Transferring from Basic Musical Notations to Basic Fractions
Author: Ali, Clement Ayarebilla
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Music Education,Comparative Analysis,Pedagogical Content Knowledge,Pretests Posttests,Fractions,Teacher Education Programs,Classroom Communication,Mathematics Instruction,Teaching Methods,Learning Processes,Prior Learning,Learning Theories,Scaffolding (Teaching Technique),Sociocultural Patterns,Music Reading,Foreign Countries

We report on mixed methods research that explored pre-service teachers' pedagogical content knowledge in basic musical methods for teaching and learning of basic fractions within the framework of Vygotsky's Theory of Scaffolding. Vygotsky's use of scaffolding opines that knowledge, skills and prior experiences, create the foundation for potential development. This allows students to interact with adults (teachers) and/or peers in STEM domains to accomplish tasks, which could possibly not be completed independently. In accomplishing these tasks, the quasi-experimental pre-post test design was used to explore the preservice teachers' pedagogical content knowledge in music notations and fractions in nonequivalent control group design. The findings showed evidence of preservice teachers successfully transitioning from basic musical methods to introductory fractions in providing realistic mathematics discourse in the classroom. As a result, we recommend approaches that build these synergies for efficient and effective classroom mathematics discourse.
Measuring Student Success Skills: A Review of the Literature on Creativity. 21st Century Success Skills
Author: Brandt, W. Christopher
Date: 2021-11-00
Type: Information Analyses
Subjects: Creativity,Success,Job Skills,21st Century Skills,Creative Thinking,Critical Thinking,Problem Solving,Innovation,Teaching Methods,Skill Development,Measurement Techniques,Evaluation Methods

Creative insights and advances influence improved learning conditions and innovations for addressing global challenges. Moreover, technological advances make information universally available, which has rapidly accelerated progress across economic sectors. These advances have major implications for educators and, further, the knowledge and skills students need to succeed in the information age. According to the World Economic Forum (2020), employers view creativity as one of the five most prominent and in-demand skills of the future. Importantly, creativity involves complex problem-solving, critical thinking, and innovation--skills that account for three of the four remaining top-five skills of the future (World Economic Forum, 2020). The primary goals of this literature review are to: (1) provide a working definition of creativity; (2) describe how creativity develops; (3) examine different conceptions of how creativity is taught; (4) discuss specific instructional practices that support the development of creativity and creative-thinking strategies; and (5) analyze how creativity has been assessed.
Multilingual Young People&apos;s Reading in 2021. National Literacy Trust Research Report
Author: Teravainen-Goff, Anne
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Multilingualism,English (Second Language),Second Language Learning,Bullying,Native Language,Self Concept,Reading Attitudes,National Surveys,Reading Habits,Elementary Secondary Education,Language Attitudes,Diversity,Student Attitudes,Foreign Countries

The number of children and young people in England who speak languages other than English at home has grown in the past decade, increasing from 14.6% in 2011 to 19.3% in 2021. This has understandably sparked an interest in research around reading for multilingual pupils or those with English as an additional language (EAL). Given the apparent lack of insight into the reading engagement of children and young people who speak a language other than English at home, the authors included a few questions in the Annual Literacy Survey, which was conducted in early 2021. This report celebrates multilingual young people's diverse linguistic backgrounds and skills by focusing on their reading enjoyment, behaviours and linguistic identity. This report focuses particularly on 10,000 multilingual young people aged 11 to 16 and explore how much they enjoy reading, how often they read at home and how they feel about reading multilingually. The report also discusses their multilingual language identity and recognition of multilingualism, as well their experiences of bullying due to their linguistic background.
From Through-Course Summative to Adaptive Through-Year Models for Large-Scale Assessment: A Literature Review. NWEA Research
Author: Gianopulos, Garron
Date: 2019-07-00
Type: Information Analyses
Subjects: Summative Evaluation,Academic Standards,Academic Achievement,Scores,Student Evaluation,Statistical Analysis,Models,Research Needs,Test Construction

The purpose of this literature review is to study the advantages and limitations of various through-course summative assessment (TCSA) models with the goal of informing the design of the new and innovative adaptive through-year assessment system at NWEA. This system solution will measure each student's command of grade-level standards and academic growth, while also producing proficiency scores for accountability at the end of the school year--replacing the end-of-year state summative assessment. A primary motivator of this literature review is to study TCSAs and identify challenges they pose and to ensure that these challenges are taken into account in the design of the adaptive through-year assessment (ATYA). This literature review was guided by the following questions: (1) What is the definition of TCSA?; (2) What are the expected benefits of TCSA?; (3) What models have been proposed or discussed in the literature?; (a) What blueprint designs have been proposed by researchers?; (b) What statistical models have been proposed to combine scores from multiple interim scores into a single summative score?; (4) What are anticipated challenges and potential solutions to TCSA?; and (5) What are gaps in the literature on TCSA that need further research? This paper concludes by applying the findings of this literature review to the design of the ATYA, proposing a tentative design of the ATYA model from NWEA that addresses many of the challenges posed by TCSA.
Fall 2020 Enrollment Fact Book and Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Undergraduate Students,Graduate Students,Student Diversity,Student Characteristics,Full Time Students,Part Time Students,Ethnicity,Sex,Place of Residence,College Freshmen,College Entrance Examinations,Scores,Out of State Students,Age,State Universities,College Programs,Multicampus Colleges

The Fall 2020 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2019 Enrollment Fact Book, see ED611659.]
Attract, Inspire, Mentor and Support Students (AIMS[superscript 2]): 2021 Quasi-Experimental Design Study Report
Author: Saxena, Preeta
Date: 2021-00-00
Type: Reports - Research
Subjects: Program Evaluation,Hispanic American Students,Low Income Students,Outcomes of Education,Mentors,College Freshmen,College Transfer Students,Program Effectiveness,Academic Achievement,Student Experience,Summer Programs,Student Research,Peer Relationship,Teacher Student Relationship,School Holding Power

Attract, Inspire, Mentor and Support Students (AIMS[superscript 2]), a grant-funded program from the U.S. Department of Education for the HSI-STEM and Articulation Programs, focuses on improving outcomes for Hispanic and low-income students in STEM. Using a quasi-experimental design (QED) approach, this study examined outcomes between students who participated in AIMS[superscript 2] and a matched control group. Results indicated that AIMS[superscript 2] is highly effective in increased academic success outcomes among its participants. AIMS[superscript 2] students outperformed a matched control group on all outcome measures among both freshmen and transfers. In particular, there were statistically significant differences for all nine outcomes for Freshmen, and for five out of ten outcomes among Transfers. Moreover, among AIMS[superscript 2] participants, the research component of the program, holding other variables constant, trended towards higher success in outcomes in comparison to AIMS[superscript 2] participants who received faculty and peer mentoring only. Implications for future research include examining additional time to track degree completion outcomes for all entry cohorts and assessment of endogenous factors that may be influencing the outcomes. [This report was prepared for California State University, Northridge's (CSUN) College of Engineering and Computer Science.]
Fall 2021 Enrollment Fact Book and Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Undergraduate Students,Graduate Students,College Freshmen,Student Diversity,Ethnicity,Sex,Student Characteristics,Full Time Students,Part Time Students,College Entrance Examinations,Scores,Out of State Students,Multicampus Colleges,Place of Residence,Age,State Universities,College Programs

The Fall 2021 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2020 Enrollment Fact Book, see ED617836.]