ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections on the Ready to Learn Initiative 2010 to 2015: How a Federal Program in Partnership with Public Media Supported Young Children&apos;s Equitable Learning during a Time of Great Change
Author: Pasnik, Shelley
Date: 2016-04-01
Type: Reports - Evaluative
Subjects: Interviews,Educational Media,Community Involvement,School Readiness,Low Income Groups,Surveys,Equal Education,Family Programs,Early Childhood Education,Child Development,Child Health,Technology Uses in Education,Educational Technology,Developmentally Appropriate Practices,Outdoor Education,Educational Change

&quot;Reflections on the Ready to Learn Initiative, 2010 to 2015,&quot; draws upon interviews with 26 prominent children's media researchers, producers, and thought leaders and a review of scholarly articles and reports to provide a big picture view of the status and future directions of children's media. In this illuminating report, EDC and SRI share progress and potential leverage points in using educational media and community engagement to enhance the school readiness and success of children living in low-income households. As the summative evaluation partner to the Corporation for Public Broadcasting (CPB) and PBS, EDC and SRI have measured children's learning outcomes under Ready To Learn (RTL) for a decade. The authors' survey of the landscape of children's media revealed that many interviewees were united in calling for an increased commitment to equity and to supporting families and communities in fostering young children's early learning and healthy development. They point to a &quot;need to be bold when thinking about innovation, to be inclusive and informed when defining efforts to reach a broad audience, and to build on what public media offers, including the opportunity to do things differently and without the pressure of commercial interests influencing how and what is developed.&quot; A list of interviewees is appended.
Promising State Policies for Personalized Learning
Author: Patrick, Susan
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Elementary Secondary Education,Individualized Instruction,Student Needs,Policy Formation,Competency Based Education,Teaching Methods,Educational Innovation,Pilot Projects,Evaluation Methods,Capacity Building,State Legislation

Students, teachers, and school leaders are seeking flexibility and supports to enable powerful, personalized learning experiences both inside and outside of the traditional classroom. In personalized learning, instruction is tailored to each student's strengths, needs, and interests--including enabling student voice and choice in what, how, when, and where they learn--to provide flexibility and supports to ensure mastery of the highest standards possible. This is in contrast to the one-size-fits-all approach of the traditional K-12 education model, in which learning is not differentiated and students are expected to progress through the same curriculum at the same pace. This report is designed for policymakers who want to advance policies that support personalized learning in their states. This report provides examples of promising state policies to scale and enable personalized learning. The intent is to inform and empower the field with examples from states creating supportive policy environments. A list of Key Resources and Key Definitions is included.
Estimating Achievement Gaps from Test Scores Reported in Ordinal &quot;Proficiency&quot; Categories
Author: Ho, Andrew D.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Scores,Computation,Classification,Methods,Nonparametric Statistics,National Competency Tests

Test scores are commonly reported in a small number of ordered categories. Examples of such reporting include state accountability testing, Advanced Placement tests, and English proficiency tests. This paper introduces and evaluates methods for estimating achievement gaps on a familiar standard-deviation-unit metric using data from these ordered categories alone. These methods hold two practical advantages over alternative achievement gap metrics. First, they require only categorical proficiency data, which are often available where means and standard deviations are not. Second, they result in gap estimates that are invariant to score scale transformations, providing a stronger basis for achievement gap comparisons over time and across jurisdictions. We find three candidate estimation methods that recover full-distribution gap estimates well when only censored data are available. [This paper is published in &quot;Journal of Educational and Behavioral Statistics&quot; v37 n4 p489-517 Aug 2012 (EJ973866).]
Better Tests, Fewer Barriers: Advances in Accessibility through PARCC and Smarter Balanced
Author: Batel, Samantha
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Barriers,Evaluation Methods,Student Evaluation,Disabilities,English Language Learners,Consortia,Student Diversity,Culture Fair Tests,Testing Accommodations,Test Construction,Common Core State Standards,Inclusion,Educational Legislation,Federal Legislation

New assessments aligned to college- and career-ready standards are a major step forward in accessibility and accommodation features for students with disabilities and English language learners. Designed by two consortia of states--the Partnership for Assessment of Readiness for College and Careers, or PARCC, and the Smarter Balanced Assessment Consortium, or Smarter Balanced--these tests include items and tasks designed with all students in mind. PARCC and Smarter Balanced exams also include built-in features and innovative approaches to accessibility resources that are tailored to students' needs. Although there is room for improvement, the PARCC and Smarter Balanced test designs represent tremendous progress. As state, local, and other leaders develop and administer future generations of assessments, a heightened focus on accessibility, proper implementation, improved technology, and ensuring access to accommodations will benefit all learners. This report provides a summary of the two tests, describes how they represent a movement toward better assessments as well as advances in universal design and accessibility, and discusses challenges and future opportunities. The authors conclude with three recommendations: (1) States should continue to implement PARCC and Smarter Balanced exams and assessment items to ensure that all students have access to high-quality assessments; (2) States and districts should provide more guidance and information to schools, families, and other stakeholders on test accessibility and accommodations; and (3) State and local leaders, assessment developers, and others must work together to continue to make progress on next-generation assessments for all students.
Educator Evaluation: A Case Study of Massachusetts' Approach
Author: Brown, Catherine
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Case Studies,Teacher Improvement,State Policy,Educational Policy,Teacher Effectiveness,Feedback (Response),Faculty Development,Models,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Program Implementation,Summative Evaluation,Human Capital,Educational Change,Alignment (Education),Professional Autonomy,Accountability

There has been a sea change in teacher evaluation over the past eight years. Inspired in part by President Barack Obama's policies, schools have instituted teacher evaluation systems that include multiple measures of teacher impact. Model systems are aligned to systems of continuous improvement, helping teachers identify areas of weakness in their practice and linking them with related support. This shift toward more formal systems of evaluation is essential to ensure high-quality teaching and learning. Evaluation systems are not the only lever for improving teacher quality, but when they are well-designed, they can be a critical part of teacher development and support because they provide a framework from which teachers can improve their practice. In recent years, teacher evaluation systems have come under fire in some communities. Teachers and advocates have argued that student test scores are not an accurate or fair way to assess teacher performance. Though only a small fraction of the teacher workforce has standardized testing connected to their performance evaluation, this argument has taken hold. Nevertheless, many teachers and system leaders have embraced the need to improve teacher evaluation systems so that they become tools for improving practice and ensuring teachers are receiving appropriate supports. As federal policies shift to provide states and districts greater flexibility to craft their own evaluation systems, Massachusetts offers an interesting model. It has been less controversial because test scores serve as merely a check on the system rather than a driver of it. In addition, instead of using an algorithm to determine teacher effectiveness, Massachusetts empowers school leaders to use their judgment to make these decisions. By empowering evaluators and educators--who are able to determine their own growth plans if they are high-performing--and embedding the evaluation system within a broader system of feedback and professional development, the Massachusetts model supports continuous improvement of educators.
Youth Workforce Development
Author: Jobs for the Future
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Unemployment,Employment Level,At Risk Persons,Minority Groups,Youth Employment,Labor Force Development,Financial Support,Federal Aid

Youth unemployment has been a cause for concern in the United States for years. Youth unemployment costs society--through the loss of talent and costs of social supports and subsidies. Jobless young people are more vulnerable to a range of challenges, including the ills already plaguing their communities: high rates of unplanned pregnancy, unstable housing, substance abuse, and crime (as both victim and perpetrator). This has become a crisis for young, low-income people of color. A recent study reports that the employment rates actually decreased for black males (14 percent) and Latinos (21 percent) from 2005 to 2015 (going in the opposite direction of the overall trend in youth employment). The stark consequences of youth unemployment, especially among youth of color, elevate the importance of workforce development programming that provides good options for young people. This document provides an overview of &quot;what works&quot; for youth workforce development. This resource highlights critical strategies and best practices, spotlights exemplars, and identifies additional resources to support local practitioners' efforts to develop and implement workforce development programs for young people in their communities. This document also provides practitioners with a portal to the knowledge that exists. Additional resources are provided.
Approaches to In-Servicing Training of Teachers in Primary Schools in South Africa
Author: Mahlangu, Vimbi P.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Inservice Teacher Education,Elementary School Teachers,Primary Education,Transformational Leadership,Specialization,Qualitative Research,Questionnaires,Interviews,Unions,Management Systems,Donors,Instructional Leadership,Administrator Role,Workshops,Mentors,Administrator Education,Faculty Development,Staff Development

This paper focuses on the approaches used by school heads in helping their growth and their teachers in primary schools in Limpopo and Mpumalanga Provinces of South Africa. The Department of Basic Education expects school heads and teachers to bring change in their school performances. The problem is that in these primary schools heads and teachers' specialised knowledge is a problem. Interviews were conducted with school heads and some teachers completed a questionnaire. In the studied primary schools in-service training of teachers is done by teacher unions, School Management Teams, universities, through an Integrated Quality Management System and through donor assistance. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
Emotions in Education Generated by Migration
Author: Shej, Graciela Amira Medecigo
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Immigrants,Psychological Patterns,Migration,Qualitative Research,Questionnaires,Socioeconomic Status,Semi Structured Interviews,Spouses,Children,Family Income,Marital Satisfaction

This paper presents the subject of school-age immigrants that have become part of the public agenda in México. This can be noted in the international undocumented immigration which creates a reorganization of the family bonds between parents and children; specifically, a physical and emotional vulnerability can appear with the absences, the problems and the conflicts that affect the family dynamic. The object of this qualitative study is to explain the emotional vulnerability of the immigrants from Sauz, Hidalgo, Mexico. A questionnaire was used to determine the population's socio economic situation; as well as a semi structured interview. Some of the couple's results are: sadness, rage, and fear as recurring emotions associated with the uncertainty of their marriage relationship, besides this reality being visible, the impact of the downsizing of family income is also shown. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success
Author: Achinewhu-Nworgu, Elizabeth
Date: 2016-00-00
Type: Reports - Research
Subjects: Public Libraries,Library Materials,Academic Achievement,Foreign Countries,Users (Information),Educational Policy,Public Policy,Legal Problems,Internet,Access to Information,Information Security,Information Policy,Copyrights,Disabilities,Data Analysis,Law Students,Legal Education (Professions),Library Research,Student Research,Information Utilization

This paper aims to present the role, values, and legal policy issues facing public Library resources in supporting students to achieve academic success. Research indicates that majority of people that own or work in the Library tend to ignore some of the vital roles, values and legal policy issues paramount to libraries. Some of these issues are centred on internet access, data protection, copyright and access for disabled. Whether you are dealing with internet access, data protection, copyright or disabilities, the best way to protect yourself is to be aware of the policies and legal implications that access to library presents. This mini research therefore aims to present the findings and perceptions of Library users with main focus on the role, values and legal policy implications; with reference to Steve Azaiki Library in a Local Community of Bayelsa State of Nigeria and impact on students' academic success. Collection of data analysis was based on our visit to the Azaiki Library in Yenagoa during the ISCEST annual conference 2014, which gave us access and big opportunity to interview some of the library users to ascertain from them how they perceive the role, values and implications of legal policy on Azaiki Library. The findings of this mini research clearly indicates good benefit and value of library resources and link to academic achievement as well as enhanced research activities of the Bayelsa law students and the entire community; although with few participants not quite sure of the key legal policy implications such as access to disabled students and data protection using the library internet. Few participants stated that it was too early to see the full benefits and full utilisation of resources as the library had recently been built and opened. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
Initial and Continuing Professional Development of Adult Educators from an Educational-Policy Perspective: Rethinking from Croatia
Author: Cepic, Renata
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Educators,Faculty Development,Adult Education,Educational Policy,Teacher Education,Professional Continuing Education,Andragogy

Notwithstanding the fact that adult education is accepted as an equal subsystem in all European countries, it is still characterised by a distinct level of differentiation in the approach and offer, and by a pronouncedly disorganised legislation, which may be seen in the heterogeneity of competences and qualifications expected from adult educators. To be able to professionally respond to the requirements and necessities of contemporary society, adult educators must continuously develop subject-professional, pedagogical-teaching and andragogical competences. Today, the majority of adult educators in Croatia do not have the basic andragogical knowledge and skills because of, among other things, insufficient opportunities for such an education. Starting from this assumption, in the first part of the paper we have described the impact of European policies for adult education on the national strategic and regulatory documents. The central part of the paper is dedicated to an overview of initial and continuing professional education of adult educators in Croatia. The final part of the paper consists of recommendations for the professionalisation of the adult education system. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
An Autistic Child Would Like to Say &quot;Hello&quot;
Author: Dishkova, Maria
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Autism,Children,Social Attitudes,Student Needs,Special Education,Parent Role,Social Isolation,Early Intervention,Pervasive Developmental Disorders,Socialization,Comparative Analysis,Program Effectiveness,Foreign Countries

There is so much information about autistic children in educational theory. And there is not so much know-how in educational practice. This statute is about science research which main goal is to prove that autistic children and their families shouldn't be isolate by society because it is the worst way to be supported. There are many options now for children with SEN (special educational needs) and they have law-defined rights that must be followed. Options must be used by parents, families and relatives, so they to be better care-givers for diagnosed child. Research shows that social isolation gives negative results and must be avoided. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships
Author: Achinewhu-Nworgu, Elizabeth
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Foreign Students,Scholarships,Educational Finance,Educational Policy,Retrenchment,Student Attitudes,Interviews,Government (Administrative Body),Undergraduate Students

In a move intended to cut costs to the state, the government of Rivers State has announced that it is revoking international scholarships for its young people studying overseas (except for final year students). Whether or not there are corresponding courses available for them back in Nigeria, some 600 students are effectively being recalled and will have to complete their degree studies in higher education institutions in Nigeria. This controversial decision can be subject to analysis on several different levels: from an economic point of view, does a cost benefit analysis show this to be an effective measure; legally, has the Rivers State government breached its contract with the students and potentially also infringed their human rights? These questions can be subject to much debate and will take time to resolve. The full economic costs/benefits of the policy change, and the legal ramifications, may not be known for many years to come. This paper takes a more immediate look at the impact of the decision, by considering the views of some of the 600 students caught up in the middle of this key policy change. Data collection was based on interactions with the students and a telephone interview. The findings of research demonstrate deep concerns and objections from the students and their parents, with main emphasis on the damage to their future career, although with few students very positive about going back home to complete their study. The findings at this initial stage will further explore the legal implications, humanitarian and rights of the students in relation to their signed contracts for the scholarship award. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate
Author: Mankowska, Anna
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Play,Qualitative Research,Research Methodology,Social Influences,Educational Environment,Student Attitudes,Attitude Measures,Foreign Countries,Elementary School Students,Psychology,Test Construction

Little, if any, examination of using play-based tools to examine children's opinions in research exists in the current literature. Therefore, this paper is meant to address that gap within the literature and showcase the study about the use of a specific play-based methodological tool in qualitative research. This specific tool called social board was developed for the purpose of a research project, which was carried out as part of my doctoral thesis. The main aim of my doctoral thesis was to identify the socio-cultural value system of Norwegian elementary school children. In this paper, I discuss the basic assumptions of a play-based methodology, which combines pedagogical and psychological approaches. In fact, this methodology has inspired the design of the social board tool. Then, I present how this research tool was developed and used in practice. I also indicate some of the strengths and limitations of the research tool. Ultimately, this study provides empirical evidence supporting the social validity of play-based methodological tools such as the social board. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
Educational Reform from the Perspective of the Student
Author: Vasquez-Martinez, Claudio-Rafael
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Educational Policy,Student Attitudes,Foreign Countries

Educational policies are tools that the state prepares to generate conditions that allow access to and retention in schools, with the consequent reduction in school failure, increasing the external yield and fulfilling the expectations of the internal agents (teachers, students, school managers), external users (families, society, employers, industrialists) and the great expectations of the national project and the political pundits who see education as the panacea to all the evils and crises of nations. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement
Author: Marishane, Nylon Ramodikoe
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Sustainability,Educational Improvement,Leadership Effectiveness,Context Effect,Educational Practices,Administrative Principles,Institutional Characteristics,Intelligence Differences,Governance

School improvement is admittedly the main business of school leadership. However, while there is agreement on the importance of school improvement, sustaining this improvement remains a challenge. The challenge seems to lie in the disconnection between the leader and the context in which the school operates. This chapter presents contextual intelligent leadership as a new type of leadership that can create a link between context and improvement to ensure sustainability. [For the complete Volume 14, Number 1 proceedings, see ED568088.]