ethanporcaro/eric-fulltext-meta huggingface dataset:
Re-Thinking School Readiness: Knowledge Goals vs. Intellectual Goals and Short-Term vs. Long-Term Outcomes
Author: Guddemi, Marcy
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: School Readiness,Preschool Curriculum,Curriculum Development,Educational Change,Child Development,COVID-19,Pandemics

Unfortunately, today's typical pre-pandemic preschool/kindergarten curriculum often consisted of memorizing meaningless bits of information and then regurgitating that information on a test. The dilemma for educators is that the current teach-to-the-test curriculum is based on reaching short-term goals in order to improve test scores rather than on developing long-term intellectual goals. The report discusses how the Covid-19 pandemic is providing an unexpected pause in education. This pause affords educators the perfect opportunity to create a new meaningful curriculum, a new paradigm, for preschoolers and kindergarteners. This new curriculum should be based on what is known about child development and what is known about how children construct knowledge.
Writing as a Teaching Learning Technique: An Example in Chemistry (Molar Solution)
Author: Obaya V., Adolfo E.
Date: 2020-05-00
Type: Journal Articles
Subjects: Content Area Writing,Science Instruction,Chemistry,Science Laboratories,Teaching Methods,Writing Assignments,Writing Skills,Secondary School Science,High School Students,College Science,College Freshmen,Laboratory Safety

Techniques are needed to train students in &quot;writing to learn&quot;, whose main goal is to &quot;learn to write&quot;. This work aims to exemplify how writing can be a teaching learning technique in an example in Chemistry to develop a correct understanding of the preparation of molar solutions in the laboratory. It is essential that this is carried out in the classroom in a way that develops the reflective, analytical and cognitive skills of students. All this within an environment with safety measures at work
Four Approaches to Assigning Costs to Central Levels vs. School Levels When Calculating Per-Pupil Expenditures
Author: Roza, Marguerite
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Educational Finance,Costs,Expenditure per Student,Data Collection,State Departments of Education,School Districts,Accountability,Resource Allocation,Educational Legislation,Elementary Secondary Education,Federal Legislation

Every Student Succeeds Act (ESSA) requires all states to collect and report school-level expenditure information, state education agencies (SEAs) are considering whether to set statewide rules for local education agencies (LEAs) around how to assign expenditures. Specifically, many states are wondering whether they need to standardize a practice by which expenditures are assigned to the school level or to the LEA level as part of the state's financial transparency efforts. Clearly assigning more expenditures to the LEA would result in a lower school-level expenditure and vice versa. It is for that reason that in reporting expenditures by school, SEAs should require that all expenditures are captured and reported in the school's grand total expenditure sum -- both those assigned directly to the school, and each school's share of the LEA shared expenditures. The question that remains is whether the state should specify a uniform approach to what gets accounted for at each school, versus what gets accounted for at the district and then gets included as a shared cost. This brief weighs the advantages and disadvantages of different state-wide approaches to decisions about where to assign costs. Each approach has various benefits and potential drawbacks to consider. However, regardless of approach, SEAs should ensure all expenditures are captured at some level -- either directly at the school or at the central level and attributed to schools for reporting.
Building Healthy Communities: Tracking Change + Transformation in Sacramento. PLUS Fellows Policy Brief 2014
Author: Calpin, Megan
Date: 2014-00-00
Type: Reports - Research
Subjects: Health Programs,Prevention,School Districts,Community Organizations,School Culture,Food,Urban Schools,Program Effectiveness

In 2010, The California Endowment (TCE) launched a 10-year, $1 billion Building Healthy Communities (BHC) initiative in 14 target communities across the state. South Sacramento was one of these selected target areas. This report looks at what changes have been catalyzed by Sacramento Building Healthy Communities investments in Sacramento City Unified School District (SCUSD) on institutional practice and policy at the District level related to food access and school culture.
Teachers Speak Out: How School Reforms Are Failing Low-Income Young Children
Author: Levin, Diane E.
Date: 2016-00-00
Type: Reports - Research
Subjects: Educational Change,Program Effectiveness,Low Income Students,Early Childhood Education,Educational Policy,Program Implementation,Child Development,Culturally Relevant Education,Student Diversity,Student Needs,Well Being,Student Attitudes,Family Environment,Poverty,Early Intervention,Teaching Methods,Developmentally Appropriate Practices,Common Core State Standards,Student Behavior,Testing,At Risk Students,Teacher Competencies,Standards

Soon after the implementation of federal and state early education mandates that require the teaching and testing of more formal &quot;academic&quot; skills, many highly experienced early childhood teachers began voicing concerns about the negative impact the mandates were having on the young children in their classrooms. Many of these concerns focused on children from low-income homes--the very children the mandates were most supposed to help. This report documents what highly experienced and well-trained teachers in several states said in interviews about how school reform mandates are harming low-income young children, their families, their programs and themselves. The responses reveal that the mandates--and the top-down manner in which they have been implemented--disregard teachers' knowledge of child development, culturally appropriate practice, and how to meet the diverse educational needs of poor children. Recommendations for action conclude the report.
Young Children in the Digital Age: A Parent&apos;s Guide
Author: Carlsson-Paige, Nancy
Date: 2018-11-00
Type: Guides - General
Subjects: Young Children,Child Development,Information Technology,Mass Media Use,Parent Role,Computer Use,Television Viewing,Physical Activity Level,Brain,Cognitive Development,Experiential Learning,Active Learning,Early Childhood Education,Play,Computer Games,Video Games,Educational Games,Coping,Resilience (Psychology),Interpersonal Relationship,Social Development,Emotional Development

Many parents find it hard to make decisions about screen time for their kids because advice comes from different directions and often conflicts. In the field of child development, there are decades of theory and research that can be very helpful as a guide for screen and digital device use with young kids. These ideas can be a resource for parents to depend on when they are trying to figure out about any screen, app, or digital device their child might want to use. Those in the field of child development theory and research know a great deal about how children learn and develop and what they need in order to grow to their full potential. This report offers parents six core ideas that come from the field of child development that can be helpful in evaluating screen and technology use with young children. These ideas can be used, not as a rigid rulebook of &quot;shoulds&quot; and &quot;should nots,&quot; but more as a guide to help make decisions and support kids in this tech-saturated world. Ten suggestions for putting the six core ideas to use conclude the report.
Lively Minds: Distinctions between Academic versus Intellectual Goals for Young Children
Author: Katz, Lilian G.
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Preschool Education,Kindergarten,Play,Instruction,Social Development,Experience,Intellectual Development,Academic Ability,School Readiness,Academic Education

The extent to which academic instruction should be a major goal of the curriculum for preschool and kindergarten children is a constant topic of debate among the many parties concerned with early childhood education. The main argument presented in this report is that the traditional debates in the field about whether to emphasize so-called free play or formal beginning academic instruction are not the only two options for the early childhood curriculum. Certainly some proportions of time can be given to both of those kinds of curriculum components. But in the early years, another major component of education -- (indeed for all age groups) must be to provide a wide range of experiences, opportunities, resources and contexts that will provoke, stimulate, and support children's innate intellectual dispositions.
The Current System of Teacher Training Programs in One-Year Preparatory Schools of Foundation Universities in Ankara
Author: Irgatoglu, Aydan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Faculty Development,English Teachers,Second Language Instruction,English (Second Language),Inservice Teacher Education,Program Effectiveness,Program Descriptions

Teacher Training Programs (TTPs) are very essential for the professional development of language instructors since they are referred as a series of planned events or as extended programs of accredited or non-accredited learning and help instructors keep up with the recent developments in their field and remember their previous knowledge while upgrading it. Most of the English language instructors working at preparatory schools of universities receive some forms of teacher training for their professional development. On the other hand, little is offered in spite of the great changes in approaches, methods and techniques in language teaching. In order to investigate the system of current teacher training programs (TTPs) in preparatory schools of four foundation universities in Ankara, this descriptive study was designed and conducted with 348 EFL instructors and four teacher trainers working at the preparatory schools of four foundation universities in Ankara. The study was conducted in 2015-2016 academic year. The related literature was reviewed and three research instruments that would be used to collect the data were chosen accordingly. These instruments including a questionnaire, interviews with four teacher trainers and interviews with four EFL instructors were used to investigate the current system of teacher training programs. The quantitative and qualitative analysis of the data revealed that TTPs conducted at the preparatory schools of four Foundation universities in Ankara were not systematic.
Community Schools: A COVID-19 Recovery Strategy
Author: Kimner, Hayin
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Crisis Management,Family School Relationship,Student School Relationship,Community Schools,Coping,Community Involvement,Family Involvement,School Community Relationship,Student Needs,Family Needs,Social Support Groups,Leadership Responsibility,Leadership Styles,Participative Decision Making,Student Centered Learning

Community school strategies have emerged as a promising approach to mitigate the social and learning impacts of COVID-19. This brief draws on how the crisis-motivated responses of educators and school leaders might serve as integral investments in successful and sustainable community schools. Schools and districts interested in such an approach need to examine and reform the underlying classroom, school, and district behaviors and systems that get in the way of student-centered collaboration, partnership, and teaching. Specifically, the focus must be on: (a) the centrality of family and student relationships, (b) integrated teacher and student supports, (c) collaborative leadership and practice, and (d) student-centered learning. Especially now, all schools can--and should--be community schools.
Collaboration and Addressing Student Needs: A Rural District&apos;s Response to COVID-19
Author: Melnicoe, Hannah
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Rural Schools,School Districts,COVID-19,Pandemics,Crisis Management,Student Needs,Cooperative Planning,Teacher Administrator Relationship,Access to Education,Food,Access to Computers,Low Income Groups,English Language Learners,Homeless People,Educational Technology,Technology Uses in Education,Barriers

COVID-19 has disrupted California's education system in fundamental ways. Districts across the state are quickly creating strategies to serve all students, and many are designing their response around the needs of their most vulnerable students. This brief highlights the response of Mother Lode Union School District (MLUSD) to the COVID-19 pandemic, in which district staff and teachers were able to collaborate--despite the unprecedented crisis--to meet student needs.
Implementation Effectiveness of K-5 Spanish Pathways: Recommendations to Improve English Learner Success in SFUSD
Author: Torres, Rhina
Date: 2018-00-00
Type: Reports - Research
Subjects: English Language Learners,Bilingual Education,Language of Instruction,Immersion Programs,Spanish Speaking,Program Implementation,Fidelity,Teaching Methods,Alignment (Education),Board of Education Policy,School Policy,English (Second Language),Second Language Instruction,Language Proficiency,Language Skills,Faculty Development,Instructional Materials,Enrollment Trends,Ethnicity,Racial Differences,Bilingual Teachers,Teaching Experience,Language Usage,Elementary Education

According to 2016-2017 school enrollment data, 31.6% of K-5 students were English Learners (ELs) in the San Francisco Unified School District (SFUSD). Of the many languages spoken at home by students, the most popular languages other than English are Spanish (19.14%) and Cantonese (15.88%). To respond to their needs, SFUSD offers programming that allows students to develop English fluency and content mastery through the use of their native language. According to their &quot;Vision 2025&quot; public education plan, San Francisco Unified School District (SFUSD) made a commitment to expand Dual-Language Immersion (DLI) and Biliteracy (BL) language pathway programs to better serve English Learners' (EL) needs. However, before the district fully expands the availability of language pathways, it should continually assess and evaluate the effectiveness of the existing models. This report aims to provide the Multilingual Pathways Department (MPD) a general overview of the current implementation of Spanish Biliteracy (BL) and Dual-Language Immersion (DLI) pathways at the school site level. It identifies trends that exists within and across school sites as it relates to the key components of bilingual programming. More specifically, it focuses on the ratio of ELs to total students in classrooms, the distribution of the language of instruction, and English Language Development (ELD) instructional practices. Furthermore, it provides key recommendations that will strengthen their Spanish pathways options, and consequently, improve EL success.
What Do Changes in Social-Emotional Learning Tell Us about Changes in Academic and Behavioral Outcomes?
Author: Kanopka, Klint
Date: 2020-07-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Academic Achievement,Student Development,Outcomes of Education,Interpersonal Competence,Mathematics,Language Arts,Scores,Attendance,Predictor Variables,Social Cognition,Self Efficacy,Self Management,Student Characteristics,Gender Differences,Racial Differences,Economically Disadvantaged,Prior Learning,Elementary School Students,Middle School Students

Prior work has shown that levels of self-reported student social-emotional learning (SEL) predict student achievement levels--as well as student achievement gains--but little has been done to understand if within-student changes in student reports of SEL are predictive of changes in theoretically related academic and behavioral outcomes. We use data from the California CORE Districts to examine whether changes in individual students' reports of their social-emotional skills from one school year to the next predict changes in state math and English language arts (ELA) test scores and attendance. We find that within-student changes in self-reported SEL predict changes in ELA achievement, math achievement, and attendance. These results are robust across model specifications and are stable across a wide variety of student subgroups.
Fostering Parent Engagement: Removing Barriers to Data Accessibility
Author: Cottingham, Benjamin W.
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Parent Participation,Parent School Relationship,COVID-19,Pandemics,School Closing,Distance Education,Parent Role,Data Use,Information Dissemination,Access to Information,Participative Decision Making,School Districts,Board of Education Role,Information Literacy

This policy brief identifies three key principles Local Education Agencies (LEAs) can take to increase parental engagement through better data-use practices. While California identifies parental engagement as one of 10 priority areas under the Local Control Funding Formula (LCFF) and provides access to school data through the Local Control Accountability Plan (LCAP) process and the California School Dashboard, these structures do not provide adequate or equitable support for parents in all communities to access, interpret, and engage with data effectively. The shift to distance learning in response to COVID-19 has further highlighted barriers to data accessibility for both parents and students. These principles underscore available scaffolds for improving data accessibility so that parents can support student learning and consistently engage in local education decision-making.
Supporting Learning in the COVID-19 Context: Research to Guide Distance and Blended Instruction
Author: Myung, Jeannie
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Blended Learning,Distance Education,Educational Technology,Technology Uses in Education,School Closing,School Districts,Board of Education Role,Educational Quality,Student Needs,Learner Engagement,Expectation,Educational Needs,Teachers,State Legislation,Access to Education,Time,Teaching Methods,Interpersonal Relationship,Evaluation Methods,Attendance,Formative Evaluation,Summative Evaluation,Feedback (Response),Teacher Student Relationship,Academic Standards,Needs Assessment,Safety,Coping,Stress Management,Teacher Role,Faculty Development,Synchronous Communication,Asynchronous Communication,Crisis Management

This report offers a framework for districts to use in their preparation to provide quality instruction through distance and blended models. In the wake of COVID-19, &quot;teaching as usual&quot; will be neither possible nor sufficient to meet students' needs because California's schools have experienced disruptions to each aspect of the instructional core: teachers, students, and content. The report begins by describing the instructional core and the ways in which each of its elements has been disrupted by COVID-19. It then offers research-based strategies to mitigate that impact on students in distance and blended contexts. The final section describes the role districts must play to ensure that students receive quality instruction at scale: focusing on setting and communicating expectations about instruction; supporting educators; developing systems to address greater student needs; and improving technology and data infrastructure. The strategies and recommendations are intended to be used to frame conversations among district leaders and to guide strategic planning for the 2020-21 school year. [For the Summary Brief &quot;Supporting Learning in the COVID-19 Context: A Summary Brief,&quot; see ED609242.]
The Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19
Author: Santibañez, Lucrecia
Date: 2020-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Social Emotional Learning,Distance Education,Attendance,Academic Achievement,Age Differences,Instructional Program Divisions,Intellectual Disciplines,Social Development,Emotional Development,Elementary Secondary Education,Racial Differences,Ethnicity,Tests,Scores,Language Arts,Mathematics

In March 2020, most schools in the U.S. transitioned to distance learning. During the transition a significant number of students did not fully engage in learning opportunities. This brief uses administrative panel data from the CORE Districts in California to approximate the impact of the pandemic by analyzing how absenteeism has affected student outcomes in the recent past. We show wide variation in absenteeism impacts on academic and social-emotional outcomes by grade and subgroup, as well as the cumulative effect of different degrees of absence. Student outcomes generally suffer more from absenteeism in mathematics than in English language arts. Negative effects are larger in middle school. Absences also negatively affect social-emotional development, which can affect other student outcomes down the line.
Cohort Graduation Rate: Policy and Technical Manual, 2019-2020
Author: Oregon Department of Education
Date: 2020-10-06
Type: Reports - Descriptive
Subjects: Graduation Rate,High School Students,Cohort Analysis,Accountability,Computation,High Schools,School Districts,Student Characteristics,Group Membership

High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time (known as the high school entry year, or cohort year) and uses longitudinal student data to determine the student's outcome after four years. The cohort graduation rate is published annually. These reports include other outcome categories for students in the cohort, in addition to graduates, and are disaggregated by student groups such as race/ethnicity and gender. Foster Care Students has been added as a student group for the 2019-20 calculation. These students are those that were in foster care anytime during their high school years that span the cohort reporting period (e.g. 2016-17 through 2019-20 for the 4 year cohort). Because of the ongoing pandemic, Third Period Cumulative Average Daily Membership (ADM) was not collected for the 2019-20 school year, and consequently, the spring membership extract process did not take place. Due to the additional time needed to calculate accurate Cohort Graduation Rates, graduation rates used for accountability are always one year behind. [This document was produced by the Oregon Department of Education, Office of Research, Analysis, and Accountability. For &quot;Cohort Graduation Rate: Policy and Technical Manual. 2018-19 Graduation Rates -- Based on Students First Entering High School during the 2014-15 and 2015-16 School Years,&quot; see ED600315.]