ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM Mentoring. Supplement to the &quot;Elements of Effective Practice for Mentoring&quot;
Author: Kupersmidt, Janis
Date: 2018-00-00
Type: Information Analyses
Subjects: STEM Education,Mentors,Program Design,Best Practices,Youth Programs,Standards,Evidence Based Practice,Benchmarking,Program Development,Program Evaluation,Adolescents,Guidelines,Interpersonal Relationship,Resources,Recruitment,After School Programs,Training,Children

MENTOR's newest resource takes the cornerstone best-practice guide for mentoring, the &quot;Elements of Effective Practice for Mentoring™,&quot; and offers research-backed and practice-based tips specifically for STEM mentoring programs. &quot;The STEM Supplement to the Elements of Effective Practice for Mentoring™&quot; provides additional research-informed recommendations for youth mentoring programs with a science, technology, engineering, or mathematics focus, made possible by generous support from Genentech. [For the full report, see ED594036.]
An Evaluation of a Scale-Up Strategy: United2Read. Issue Focus
Author: Zhu, Pei
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Educational Practices,Program Effectiveness,Individualized Instruction,Faculty Development,Training,Reading Skills,Educational Technology,Technology Uses in Education,Intervention,Evidence Based Practice

Educational practices that prove effective often involve a substantial investment of training and support time. Unfortunately, that is the very characteristic that makes it difficult and costly to expand the programs on a large scale. A key challenge when scaling up is to maintain high levels of effectiveness at an affordable cost. Assessment-to-Instruction (A2i) is a data-driven professional support system that helps teachers tailor instruction for each child. When delivered with intensive in-person training, it is effective at improving students' reading ability. This Issue Focus introduces the evaluation of a delivery model that uses technology to make the system more affordable.
Promoting Quality Individualized Learning Plans throughout the Lifespan: A Revised and Updated &quot;ILP How to Guide 2.0&quot;
Author: Solberg, Scott
Date: 2018-03-19
Type: Guides - Non-Classroom
Subjects: Individualized Education Programs,Career Development,Program Implementation,Elementary Secondary Education,Postsecondary Education,Labor Force Development,Capacity Building,Educational Quality,Career Exploration,Career Planning,Career Readiness,Job Search Methods,Money Management,Workplace Learning,Access to Education,Professional Development,Program Administration,STEM Education,Vocational Interests,Accountability,Credentials,Family Involvement

&quot;Promoting Quality Individualized Learning Plans throughout the Lifespan: A Revised and Updated ILP How to Guide 2.0&quot; expands upon the guidance and resources in NCWD/Youth's earlier ILP [Individualized Learning Plan] How to Guide. ILP How to Guide 2.0 provides career development resources and examples of ILP implementation for an expanded range of age groups and settings including elementary and secondary school, postsecondary education, workforce development programs and other non-school settings. It also offers strategies for building and supporting capacity at the local level to facilitate adoption of the ILP process and provides examples of how to ensure that ILPs are implemented with quality.
Enhancing High Order Science Visual Literacy Skills in Biology Learners
Author: Pem, Kailash
Date: 2019-03-31
Type: Reports - Descriptive
Subjects: Visual Literacy,Thinking Skills,Scientific Literacy,Biology,Science Instruction,College Students,Educational Technology,Technology Uses in Education

Today's consumers also termed as the &quot;Eye Generation&quot; consume lots of visual data through the net, mobile phones, advertisement, mobile applications and many others. This is because the visuals are considered as a more accessible means of obtaining and communicating messages. Research works have elaborated facts and figures from surveys on students before leaving college. For example, students engaged in over 10,000 hours playing computer games, over 200,000 emails and text messages; over 10,000 hours on cell phones; over 20,000 hours in front of the Television box, exposed to over 500,000 ads (Prensky, 2001). These numbers point towards societies with visual abilities but only as passive consumers without the ability to interpret or to question the veracity of media and visual messages. Bleed, (2005) voiced that: 'A shift to a new form of literacy is required for three reasons.…the changing nature of the younger generation.…the adoption of technology that supports the 21st - century skill sets….and the desire to create.'
Working Identity Constructions and Workplace Learning Modes in a Global South Country: Exploring Relations through a Narrative Approach
Author: Ribeiro, Marcelo Afonso
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Self Concept,Workplace Learning,Labor Market,Employee Attitudes,Urban Areas,Personal Narratives

This research is placed among the current studies discussing the relationship between working, education and modes of subjectification within the present context by means of specific phenomena in identity constructions as well as workplace learning processes. By means of a qualitative narrative research with in-depth interviews among urban workers in São Paulo, Brazil -- a global South country, this paper aimed to identify and analyse their main narrative patterns of workplace learning modes and combined to corresponding narrative patterns of working identity construction previously proposed in the literature. A content analysis of the narratives of 40 participants, over 35 years of age, intentionally selected, with an approximate distribution of men and women, was carried out. The study identified three narrative patterns of workplace learning mode with five corresponding narrative patterns of working identity construction marked by two opposed movements, equally significant: search for stability and use of formal learning modes (organisational, professional and occupational identity narrative pattern); and search for flexibility and use of informal and relational learning modes (networking identity narrative pattern). Moreover, the interrelation between the modes has defined hybrid identity narrative patterns, and the absence of workplace learning modes has delineated transitory identity narrative patterns, which is understood as a transitional crisis. In conclusion, traditional models of identity construction coexist with flexible models, as well as formal learning modes coexist with informal and relational models. In both cases hybrid modes arise as a merger or a joint construction between pre-existing modes.
State Disinvestment in Higher Education: The Impact on Public Research Universities&apos; Patent Applications. Working Papers. No. 19-2
Author: Zhao, Bo
Date: 2018-07-00
Type: Reports - Research
Subjects: Educational Finance,State Aid,Research Universities,Intellectual Property,Retrenchment,Public Colleges,Expenditures,Teacher Salaries,Wages,Budgeting

While state appropriations are the largest revenue source of the U.S. public university systems, they have declined significantly over the past several decades. Surprisingly, there is little empirical work on the effect of state appropriation cuts on the research productivity of public universities. Helping fill that gap, this paper is the first to examine the role that state appropriations play in public universities' patent production. The results suggest that state appropriation cuts have a negative impact on the number of approved patent applications from public research universities. Lower state appropriations are shown to lead to a reduction in research expenditures, especially wages and salaries paid to research staff.
Consequences of State Disinvestment in Public Higher Education: Lessons for the New England States. Research Report 19-1
Author: Zhao, Bo
Date: 2019-02-00
Type: Reports - Research
Subjects: Educational Finance,State Aid,Retrenchment,Budgeting,Public Education,Higher Education,Tuition,Fees,Student Costs,Graduation,Productivity,Research,Expenditures,Financial Support,Public Colleges,Community Colleges,Student Loan Programs

Public higher education produces many benefits that are vital to the New England economy, but it is increasingly at risk following years of state budget cuts. In 2017 in New England, real per-student state funding for higher education was lower than it was in 2008, with a double-digit decline in each of the region's states except Maine. States have reduced funding for higher education to address short-term budget gaps caused by recessions and long-term budget gaps attributed to the growing costs of Medicaid and public pensions. Research in this report shows that reductions in state appropriations have resulted in higher tuition and fees, greater student loan debt, decreased resources for education and research, and fewer graduates and approved patent applications from public colleges and universities. If the New England states wish to better meet the educational needs of the region's students and the workforce requirements of employers, policymakers will need to restore some of the reduced appropriations and safeguard public higher education against future budget cuts. This report recommends that policymakers provide robust financial support for public higher education, particularly community colleges, which are the most vulnerable to the negative consequences of state disinvestment. To reduce the chances of having to make state funding cuts, or to at least mitigate future cuts, policymakers should consider both short-term and long-term solutions such as strengthening state budget stabilization funds and addressing long-term state budget gaps. If states need to raise more revenues to safeguard public colleges and universities, the social, economic, and fiscal benefits associated with public higher education likely will justify the additional costs to taxpayers. [The New England Public Policy Center of the Federal Reserve Bank of Boston promotes better public policy in New England by conducting and disseminating objective, high-quality research and analysis of strategically identified regional economic and policy issues.]
Implementation of Ohio&apos;s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
Author: Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
Date: 2018-06-00
Type: Reports - Research
Subjects: Academic Standards,Language Arts,Mathematics Education,School Districts,Alignment (Education),College Readiness,Career Readiness,Teaching Methods,Administrator Attitudes,Principals,Teacher Attitudes,Disabilities,English Language Learners,Standardized Tests,Curriculum,Faculty Development,Educational Innovation,Barriers,Student Evaluation,Summative Evaluation,Formative Evaluation,Evaluation Methods,Educational Technology,Technology Uses in Education,Educational Improvement,Socioeconomic Status,Academic Achievement,Geographic Location,Elementary Secondary Education,Accountability

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines through four lines of study to determine how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL's Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Ohio's Learning Standards in English language arts (ELA) and math. How and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment were examined. This report highlights key survey findings on teacher perceptions on curriculum, professional development, assessments, technology, SWDs, and ELs. Detailed insights from the six case study districts, emphasizing Ohio's innovative practices and notable challenges are shared.
GPE Multiplier
Author: Global Partnership for Education (GPE)
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Developing Nations,Partnerships in Education,Grants,Incentives,Eligibility,Resource Allocation,Foreign Countries

Financial support to developing countries' education sectors remains low. More and better-targeted resources would unlock large social returns. Education is a critical national investment to raise incomes, tackle deep-seated inequalities, meet obligations for the fundamental rights of children, and enable shared success in delivering the Sustainable Development Goals. Unlocking these gains requires robust, consistent support from national governments and donors, including multilateral banks and the private sector. The GPE Multiplier is a US$300 million innovative finance window that provides an incentive and financial resources to catalyze more and better investment in education. It is a new type of grant that supports countries in implementing education sector plans. Based on eligibility and allocations agreed by the Global Partnership for Education's (GPE's) multi-stakeholder Board of Directors, individual countries can unlock up to US$25 million in additional funding from GPE.
Tracking Evidence of Knowledge Use through Knowledge Translation, Technology Transfer, and Commercial Transactions. FOCUS Technical Brief No. 34
Author: Lane, Joseph P.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Technology Transfer,Educational Technology,Technology Uses in Education,Technological Advancement,Innovation,Theory Practice Relationship,Research and Development,Knowledge Management

This FOCUS Technical Brief extends FOCUS No. 26, which considered the processes of knowledge translation (KT) and technology transfer (TT) in technological innovation. Here, we explain that both KT and TT contribute to accomplishing yet a third process--commercial transaction--which is the actual transformation of knowledge embodied in products and services into beneficial socioeconomic impacts. Planning, managing, and documenting the progression of knowledge use through the technological innovation pipeline culminates in an exchange of utility between the producers and consumers of knowledge through this market mechanism. [This FOCUS Technical Brief is a publication of SEDL's Disability Research to Practice Program.]
How Can We Unfold the Reality of Student Learning, if There Is a Reality: Pitfalls -- and Bridges -- of Educational Research
Author: Seah, Wee Tiong
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Research Problems,Mixed Methods Research,Qualitative Research,Statistical Analysis,Data Use,Computer Software,Research Design

This paper discusses some of the recurrent issues which the authors have noticed in educational research. These might be concerned with the nature of social science research, such as its representation of the reality of student learning, the role for replication studies, and the tolerance for disagreements. There are also issues related to the researching process, including the scope of prior research that should be reviewed, the purpose of triangulation, the need to be data-sensitive, the value in the complementarity of quantitative and qualitative information, relationships between theory and data, researchers' statistical literacy levels, and over-dependence on software-generated results. The fluid multi-cultural context in which education and pedagogy are situated has also meant that accessibility to knowledge is language-mediated and social reality, ever-evolving.
What Works in Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702
Author: Bulat, Jennae
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Literacy Education,Instructional Improvement,Teaching Methods,Instructional Materials,Time on Task,Formative Evaluation,Language of Instruction,Primary Education,Equal Education,Inclusion,Reading Instruction,Direct Instruction,Feedback (Response),Remedial Instruction

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom. Many more factors contribute to literacy acquisition. However, we focus on the core elements in this paper to delve deeper and facilitate a richer discussion about these components. No one-size-fits-all approach to the development and implementation of literacy programs exists; the local context and constraints of any implementation can require adaptation and adjustments. In many cases, the fully diversified approach to early grade literacy instruction described in the classroom scenario has not yet been achieved. However, we hope that this compilation of lessons learned and best practices achieved through our experiences will help to further the efforts of all to provide high-quality, effective literacy instruction to all learners, particularly those in LMI countries. [This work was previously titled &quot;What We Have Learned in the Past Decade: RTI's Approach to Early Grade Literacy Instruction.&quot;]
What Works in Early Reading Materials. Occasional Paper. RTI Press Publication OP-0058-1902
Author: Robledo, Ana
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Books,Reading Materials,Developing Nations,Low Income Groups,Socioeconomic Influences,Reading Instruction,Primary Education,Evidence Based Practice,Instructional Materials,Reading Habits,Language Usage,Reading Material Selection,Copyrights,Cost Effectiveness,Native Language Instruction,Illustrations,Inclusion,Foreign Countries

Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes, in particular reading, for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policy makers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
What Works? Common Practices in High Functioning Afterschool Programs. The National Partnership for Quality Afterschool Learning Final Report
Author: Huang, Denise
Date: 2008-00-00
Type: Reports - Research
Subjects: After School Programs,Program Effectiveness,Program Administration,Administrative Organization,Delivery Systems,Professional Development,Parent Participation,Learner Engagement,Goal Orientation,Curriculum,Program Evaluation

In an effort to identify and incorporate quality practices into existing and future afterschool programs, the U.S. Department of Education commissioned the National Partnership for Quality Afterschool Learning (National Partnership) to study high functioning 21st Century Community Learning Center programs. The purpose of this study was to document practices to be used to develop resources and professional development that address issues relating to the establishment and sustainability of afterschool programs, to provide models and indicators of promising practices, and to highlight other descriptive information that local sites can access in planning new afterschool programs or improve existing ones. Fifty-three afterschool programs, representing eight regional divisions of the nation, including rural and urban programs and community-based and school district related programs, were identified using rigorous methods. Promising practices in content delivery, program organization, and program structure were studied. The findings were synthesized into the National Partnership's Afterschool Training Toolkit, which was made available to programs nationwide via the World Wide Web. Based on the study findings, the National Partnership conducted professional development consistently and extensively throughout the nation. [This report was produced by the National Partnership for Quality Afterschool Learning with funding from the Department of Education's Office of Academic Improvement and Teacher Quality Programs.]