ethanporcaro/eric-fulltext-meta huggingface dataset:
Pods in Action: Cleveland Metropolitan School District. Making the Most of a Rich Network of District Partners
Author: Barrett, Sharon
Date: 2022-00-00
Type: Reports - Research
Subjects: Urban Schools,School Districts,Partnerships in Education,Distance Education,Low Income Students,COVID-19,Pandemics,After School Programs,Elementary Secondary Education,Program Effectiveness,Educational Finance,Community Organizations

Cleveland came into the pandemic with a history of collaboration among civic organizations and schools. In summer 2020, the Cleveland Metropolitan School District (CMSD) and partners--community organizations, funders, and out-of-school-time organizations--saw that students were in a crisis and came together to establish full-day remote-learning pods for their most vulnerable students. Key Lessons: (1) By establishing strong connections and shared goals, out-of-school-time program providers and community organizations can collaborate quickly with school districts to support students and create opportunities for greater student engagement and learning during a crisis--and strengthen relationships for long-term collaboration; (2) When learning-pod organizers have support from a mix of robust city-wide coordination and assured operational funding, charitable donations, local and state funding, and an active local philanthropic sector, they can provide learning-pod hosts with guidance and a set of standards for the level of service students will receive--such as supervision for a minimum of eight hours per day for four days a week, staff training, and observance of public-health precautions; and (3) Preliminary data suggest that students who attended Cleveland learning pods had higher attendance rates and grades than students who did not.
Good Behaviour Game: Evaluation Report and Executive Summary
Author: Humphrey, Neil
Date: 2018-07-00
Type: Reports - Research
Subjects: Student Behavior,Behavior Modification,Intervention,Games,Rewards,Elementary School Students,Program Effectiveness,Program Implementation,Reading Improvement,Contingency Management,Low Income Students,Males,Behavior Problems,Fidelity,Elementary School Teachers,Self Efficacy,Foreign Countries

The Good Behaviour Game (GBG) is a universal behaviour management intervention that aims to to improve pupil behaviour with the following core elements: classroom rules, team membership, monitoring of behaviour, and positive reinforcement (rewards). While it is primarily used with children in primary schools, it can also be implemented in early years and secondary education settings. Over the course of implementation, it is intended that there is a natural progression in terms of the types of rewards given (from tangible rewards such as stickers to more abstract rewards such as free time), how long the game is played for (from 10 minutes to a whole lesson), at what frequency (from three times a week to every day), and when rewards are given (at the end of the game, the end of the day, and the end of the week). A randomised controlled trial design was used in which 77 schools were randomly allocated to implement the GBG for two years (38 schools) or continue their normal practices (39 schools). The target cohort was pupils in Year 3 (aged 7-8) in the first year of implementation (N=3084). The project was designed as an efficacy trial. Alongside the assessment of outcomes, the evaluators undertook a comprehensive mixed-methods implementation and process evaluation involving observations, interviews and focus groups. Findings showed: (1) no evidence that the GBG improves pupils' reading; (2) no evidence that the GBG improves pupils' behaviour (specifically, concentration problems, disruptive behaviour, and pro-social behaviour); (3) implementation was variable and in particular, the frequency and duration with which the GBG was played did not reach the levels expected by the developer; (4) higher levels of pupil engagement with the game were associated with improved reading, concentration, and disruptive behaviour scores at follow-up; and (5) tentative evidence that boys identified as at-risk of developing conduct problems at the beginning of the project benefitted from the GBG.
Crosswalk: Youth Thrive &amp; Healing Centered Engagement
Author: Soto-Aponte, Myra
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Adolescents,Resilience (Psychology),Interpersonal Relationship,Adolescent Development,Services,Thinking Skills,Interpersonal Competence,Emotional Intelligence,Youth Programs,Trauma,Holistic Approach,Well Being

Youth Thrive believes that all young people should be valued, loved, and supported to reach their goals. To achieve this, Youth Thrive works with youth-serving systems and its partners to change policies, programs, and practices so that they build on what we know about adolescent development, value young people's perspectives, and give youth opportunities to succeed. Youth Thrive is both a research-informed framework on youth well-being and an action-oriented Initiative, based on the framework, that is designed to better support healthy development and promote well-being for youth. The framework identifies five Protective and Promotive Factors--Youth Resilience, Social Connections, Knowledge of Adolescent Development, Concrete Support in Times of Need, and Cognitive and Social-Emotional Competence--that mitigate risk and promote thriving. In exploring interventions that are supportive of building the Protective and Promotive Factors, healing centered engagement was identified as a holistic approach that aligns with and operationalizes the tenets of Youth Thrive. This resource is for those who work with and support young people and are interested in exploring how to apply healing centered engagement and build the Protective and Promotive Factors with young people to help them heal and thrive. This resource draws upon and applies Dr. Shawn Ginwright's concept of healing centered engagement to youth serving systems.
2021-22: Addressing Learning, Behavior, and Emotional Problems through Better Use of Student and Learning Support Staff. A Center Report
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Barriers,Individualized Instruction,Social Emotional Learning,Student Needs,Outreach Programs,Attendance,Learner Engagement,Student Motivation,Teacher Education,Well Being,School Personnel,Resources,Educational Policy,Educational Improvement,Leadership,Teamwork,Behavior Problems,Emotional Problems,Learning Problems

This report highlights the following four matters that warrant particular attention as the 2021-2022 school year gets underway: (1) Outreaching and reengaging disconnected students; (2) Improving differentiated instruction; (3) Broadly embedding social emotional learning and development; and (4) Reorganizing student/learning supports. To address these concerns most productively, steps must be taken to enhance the roles and functions of student and learning support staff and, at the same time, rein in the tendency to proliferate school teams, work groups, and committees. With these matters in mind, this report begins by underscoring the need to rework school and district operational infrastructures in ways that end the fragmentation and marginalization of school efforts to address barriers to teaching and learning. Then we explore the four matters listed above to illustrate that these and a range of other school improvements can benefit from the enhanced involvement of student and learning support staff.
Tending Gardens and Putting out Fires: How School Districts Can Reorganize Their ESSER Plans to Do Both
Author: Education Resource Strategies
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,School Districts,Elementary Secondary Education,Educational Planning,Resource Allocation,Educational Strategies,Accountability,Program Implementation

In most K-12 school districts across the country, the beginning of the 2021-22 school year has been different from what school and district leaders expected and were planning for. Many spent the spring and summer sowing the seeds of their ESSER plans, allocating federal investments to high-impact strategies designed to bear fruit for years to come. The most planful districts have struggled to get their COVID-recovery work moving, let alone efforts to redesign existing policies and structures so all students can learn and thrive. The most equity-minded leaders are grappling with how to allocate more resources to the places with the greatest needs when funding may be boosted, but staff are already stretched to their limits and everyone is in need. The good news is that there is a path forward. Through work with dozens of district partners Education Resource Strategies have seen both the exponential challenges facing districts right now and the range of effective solutions leaders are employing to tend to their gardens while also responding thoughtfully to the fires igniting in front of them. For those trying to balance doing both, the following five actions are offered in this report: (1) Prioritize your plan; (2) Deliberately protect the resources you need -- people, time, and money -- for the strategies you decide to pursue; (3) Create accountability for implementing and improving your narrowed set of priorities; (4) Address the fires in ways that can advance your efforts to build toward sustainable recovery and redesign strategies in your original plans; and (5) Create the space and systems that allow for mindfulness, wellness checks, and other supports for those doing the work.
Partners in a New Learning Model: Competency-Based Education and Credit for Prior Learning
Author: Council for Adult and Experiential Learning (CAEL)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Prior Learning,Recognition (Achievement),College Credits,Higher Education

Today's learners demand a new, agile model for education. They need options that are more accessible, flexible, and clearly aligned to careers. And to deliver on that, higher education has to break out of time-bound programs--15-credit hour semesters, two-year and four-year degrees--and concepts of learning that are strictly tied to traditional course-based instruction. Instead, higher education should be focused on what students actually know and can do, no matter where they learned it or how long it took. Competencies provide the learning currency of this future. They set clear expectations about knowledge, skills, abilities, and intellectual behaviors and center learning around their development and demonstration. This approach allows educators to unpack and rebuild courses and programs in ways that work better for learners, especially those who are already working, and the employers looking to hire them. Both competency-based education (CBE) and credit for prior learning (CPL) operate within that framework. And both are receiving heightened attention as a growing number of education providers think differently about how to serve today's students during the COVID-19 pandemic recovery and beyond. While CBE and CPL work well together, each is distinct. Understanding those distinctions and how the two approaches can be fitted together is critical to using them as part of a new agile model for learning. [This report was co-produced by the Competency-Based Education Network (C-BEN).]
Lessons from Two Experimental Studies of Multiple Measures Assessment. Research Brief
Author: Cullinan, Dan
Date: 2022-01-00
Type: Reports - Research
Subjects: Evaluation Methods,Student Evaluation,College Students,Student Placement,Remedial Instruction,College Mathematics,College English,Outcomes of Education,Placement Tests,Grade Point Average

Research suggests that using only standardized placement test scores to determine which new college students should take developmental coursework is inadequate, as many students may be unnecessarily assigned to developmental courses. These courses generally take one or more semesters to complete, delaying entry into college-level coursework, and students earn no credit toward a credential for completing them. MDRC and the Community College Research Center recently completed two experimental studies of multiple measures assessment (MMA), in which colleges use high school GPA and other measures in addition to placement test scores to assign incoming students to either developmental or college-level courses in math and English. Overall, results from both studies indicate that student outcomes improve under MMA as compared to status quo placement based on test scores alone. In this brief, we explain what we have learned from these studies.
Shifting Our Perspective on Learning: Why We Need to Focus on the Interplay between Jobs, Work and Learning in the COVID-19 World. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Foreign Countries,Job Development,Job Skills,Workplace Learning,Employer Employee Relationship,On the Job Training

COVID-19 and social distancing have crashed into the structural shifts brought about by the fourth industrial revolution. And while meeting skill needs has been on employers' and policy-makers' agendas for long, investing in people in a more comprehensive way is becoming more urgent: as European economies are picking up speed, the hunt for talent is open. As the world looks for a transition to a post-pandemic reality, changes are underway in many European companies. This briefing note looks at how these changes will shape work organisation, the relationship between employers and workers, and companies' working and learning arrangements.
Corequisite Works: Student Success Models at the University System of Georgia
Author: Education Commission of the States, Strong Start to Finish
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: State Universities,Remedial Instruction,Required Courses,Introductory Courses,College Mathematics,College English,College Students,Minority Group Students,Low Income Students,First Generation College Students,Academic Achievement,Cognitive Structures,Program Effectiveness

College stops before it really begins for far too many students. These students enroll in college only to be told that they are not ready for college-level coursework. Historically, colleges and universities have attempted to close this gap by placing these students, who are disproportionately Black, Latinx, or experiencing poverty, in prerequisite remediation. Forced to pass a long series of non-credit-bearing courses before they can even access their gateway college-level math and English courses, these students all too often get stuck and stop out. As an original member of the Complete College America (CCA) Alliance of States, the University System of Georgia (USG) has taken a different approach, which CCA calls corequisite support. In the corequisite model, students immediately enroll in credit-bearing courses while receiving the extra support they need to complete gateway college-level courses. CCA's &quot;No Room for Doubt&quot; report lays out the case for why moving corequisite support from idea to imperative is crucial for states and systems. Even with this guidance, states and institutions will have many decisions to make about the best way to design corequisite support to meet their students' needs. This brief explores in more detail how USG approached implementation when it scaled corequisite support statewide. It describes the different options the system provided to individual institutions and how the system is evaluating those options to determine which ones provide the most benefit for students, particularly those who are Black or Latinx, are experiencing poverty (defined in this brief as being eligible for federal Pell grants), or are the first in their family to attend college. [For &quot;No Room for Doubt: Moving Corequisite Support from Idea to Imperative,&quot; see ED611851.]
Variation in Time, Place, Pace: Blended Learning and Flipped Classrooms
Author: Sota, Melinda S.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Blended Learning,Flipped Classroom,Teaching Methods,Instructional Effectiveness,Technology Uses in Education,Teacher Student Relationship,Peer Relationship,Individualized Instruction,Mastery Learning,Learning Activities,Course Content,Video Technology,Homework,Time Management,Metacognition,Independent Study,Access to Computers

Flipped learning is a type of blended learning model. Blended learning (as defined by the Innosight Institute) refers to &quot;a formal education program in which a student learns at least in part through online delivery of content and instruction [with] some element of student control over time, place, path, and/or pace AND at least in part at a supervised brick-and-mortar location away from home&quot; (Staker &amp; Horn, 2012, p. 3). According to the Flipped Learning Network, flipped learning is &quot;a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter&quot; (Flipped Learning Network, 2014). This report discusses the following topics within the flipped model of blended learning: (1) benefits of the flipped model; (2) timeline for implementation; (3) practical issues; (4) flipping DOs and DON'Ts; and (5) iteration as the key to success.
The State of the American School District: Policy Recommendations for the Road Ahead
Author: Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Date: 2021-12-00
Type: Reports - Research
Subjects: School Districts,Educational Policy,Administrator Surveys,Elementary Secondary Education,Parent Attitudes,Partnerships in Education,Educational Finance,State Boards of Education,Educational Change

In the face of unprecedented academic, personnel, and student and staff wellness challenges over the last 20 months, public school districts, charter management organizations (CMOs), and state education agencies have taken dramatic steps to expand their scope of services. The American School District Panel (ASDP) created a survey panel to ensure that decisions about education policy are informed by the leaders tasked with putting it into practice. Survey results and the experiences of district and CMO leaders to date confirm that significant shifts have already occurred, including dramatic increases in technology deployment and mental health services. However, concerns about future funding once federal aid expires could jeopardize these gains. This brief highlights five key takeaways from ASDP's research that have implications for state policy and practice: (1) Parents do not want to return to the status quo; (2) Districts need partners to help them meet the growing range of student needs; (3) Sustainable services that supplement district efforts can mitigate the funding cliff; (4) Big bets at the state level could yield big dividends; and (5) Districts need support--and guardrails--on virtual schools and online learning. [This report was produced by the American School District Panel (ASDP).]
How Chile Implemented Its Computer Science Education Program
Author: Fowler, Brian
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Computer Science Education,National Curriculum,Elementary Secondary Education,Program Implementation,Partnerships in Education,Faculty Development,Educational Policy,Inclusion

Computer science (CS) education helps students acquire skills such as computational thinking, problem-solving, and collaboration. Since these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship. CS education can also reduce skills inequality if education systems make a concerted effort to ensure that all students have equitable access to curricula that provide them with the needed breadth of skills--regardless of their gender, ethnicity, or socioeconomic status. Based on prior analyses and expert consultations, the authors selected 11 CS-education country, state, and provincial case studies with lessons that can broadly apply to other education systems. This particular study examines how Chile is training a future workforce of creative problem-solvers to maintain its status as one of the higher-income countries in Latin America. To accomplish this goal, the Ministry of Education designed the National Plan for Digital Languages to prepare students to compete in an increasingly digital global economy. Now in the early stages of implementing this plan, the government seeks to increase the number of students learning about CS and computational thinking in the coming years.
Increasing Girls&apos; Access to Formal Agricultural Education in Afghanistan: Catalyzing the Skills Needed for Agriculture Production and Food Security. Policy Brief. Echidna Global Scholars Program
Author: Attal, Nangyalai
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Gender Bias,Barriers,Vocational Education,Access to Education,Agricultural Education,Educational Policy,Educational Practices,Women Faculty,Career Readiness,Political Influences,Job Skills,Elementary Secondary Education,Postsecondary Education,Institutional Characteristics,Social Attitudes,Negative Attitudes,Cultural Influences

As one of the top growth sectors in Afghanistan, agriculture is the backbone of the economy--and women and girls are the backbone of agriculture, with 70 percent of rural women working directly or indirectly in the sector (AREU 2017). Even though girls learn agricultural skills informally from family and friends, they make up only 12 percent of all students in agricultural Technical and Vocational Education and Training (TVET). Afghan girls are trapped in a vicious cycle that limits their potential to develop their skills and use them effectively for national growth and self-reliance. This brief offers context for understanding the barriers to girls' participation in agricultural TVET. A particularly formidable challenge, for example, is that parents, teachers, and even students themselves consider agricultural education to be second-class. Moreover, policies and practices within the Afghan education system present girls with numerous impediments to perceiving agricultural education as a viable path to a successful career. The brief offers recommendations for ways national and international actors can cultivate awareness among students, teachers, parents, and their communities that agriculture can be a first-class educational opportunity. It also identifies ways to remove systemwide barriers, such as by improving the quality of agricultural TVET, recruiting more female teachers who can serve as role models, and creating pathways to higher degrees within TVET. Lastly, it proposes avenues through which formal agricultural TVET can map routes to successful careers for young women in the formal labor market. The future of girls' education--and of TVET itself--has become highly uncertain since the Taliban assumed power in August 2021. While this dramatic event was beyond the scope of this study, this brief makes a call to action that, in the immediate term, we ensure that all girls can return to school--particularly to build their literacy skills to take advantage of formal technical and vocational trainings--and that they continue to receive nourishment during a national food shortage. In the longer term, my research seeks to help girls and young women in Afghanistan realize their full potential to contribute to the national economy and food production system, and provide guidance for national and international organizations seeking to support girls' participation in agricultural TVET.