ethanporcaro/eric-fulltext-meta huggingface dataset:
Are Young Adults with Intellectual Disabilities Getting Work Experiences from Participating in the Vocational Rehabilitation Program? Data Note. Number 50
Author: Migliore, Alberto
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Young Adults,Intellectual Disability,Participation,Vocational Rehabilitation,Work Experience,Age Differences,Employment

To learn about whether young adults with intellectual disabilities in the vocational rehabilitation (VR) program are getting work experience, the authors of this Data Note examined the age at application of people with intellectual disabilities who exited the VR program in 2012. Findings show the largest age group at application was people who were age 18 (n=6,400). This is good news because it shows that the VR program has a focus on young adults. However, findings also showed that seeking VR services at a young age did not necessarily result in reporting an employment closure at an earlier age. For example, people who were 14 years old at application took 6.2 years to exit VR with employment, compared to only about 1.6 years for people age 21 or older.
Eliciting Elementary Teachers&apos; PCK for the Small Particle Model
Author: Smith, P. Sean
Date: 2017-04-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Pedagogical Content Knowledge,Scientific Concepts,Science Instruction,Elementary School Science,Grade 5

This paper, presented at the 2017 meeting of the National Association for Research in Science Teaching (NARST), summarizes findings from efforts to elicit pedagogical content knowledge (PCK) from elementary teachers. The paper focuses on teachers' knowledge for teaching about the small particle model of matter and is a product of the Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET) project. ASSET is exploring a method for collecting and synthesizing pedagogical content knowledge (PCK) from multiple sources, including teachers and research literature.
Developing and Testing a Method for Collecting and Synthesizing Pedagogical Content Knowledge
Author: Smith, P. Sean
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Science Instruction,Elementary School Teachers,Data Collection,Synthesis,Grade 5,Teacher Characteristics,Physical Sciences,Biological Sciences

This paper, presented at the 2016 [National Association for Research in Science Teaching] NARST Annual International Conference, summarizes the work to date of the Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET) project. ASSET is exploring a method for collecting and synthesizing pedagogical content knowledge (PCK). The paper describes the method, as well as findings and implications of the work.
A Review of the Research Literature on Teaching about Interdependent Relationships in Ecosystems to Elementary Students
Author: Hayes, Meredith L.
Date: 2017-05-00
Type: Reports - Research
Subjects: Elementary School Students,Elementary School Science,Science Instruction,Ecology,Teaching Methods,Pedagogical Content Knowledge,Elementary School Teachers,Grade 5,Misconceptions,Scientific Concepts,Knowledge Level

This report summarizes the findings of a systematic review of research literature on teaching about interdependent relationships in ecosystems to upper elementary students. The report is a product of the Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET) project. ASSET is exploring a method for collecting and synthesizing pedagogical content knowledge (PCK). Literature reviews and discussions with experts will help determine what is known in the field about teaching and learning of each of the key ideas, including common patterns of student thinking and successful instructional strategies.
The Multiplier Effect: The Critical Role of Science Teachers in Communicating Accurate Information about Zika. Research to Practice Brief
Author: Horizon Research, Inc.
Date: 2016-05-00
Type: Reports - Research
Subjects: Science Teachers,Teacher Role,Science Instruction,Communicable Diseases,Scientific Concepts,Entomology,Public Health,Prevention,Microbiology,Elementary Secondary Education

During the recent Ebola outbreak of 2014-15, science teachers were fighting a different kind of epidemic--an epidemic of misinformation. Despite the low risk of spread here in the U.S., some school districts closed schools when they learned that staff, parents, or students had been on the same flight as one of the infected Dallas nurses. A poll by the Pew Research Center at the time indicated that 41 percent of Americans were &quot;very worried&quot; or &quot;somewhat worried&quot; that they or someone they knew would be exposed to the Ebola virus (Pew Research Center, 2014). During this same period, science teachers were fielding questions from their students and trying to answer them. Zika already poses a much greater threat to the U.S. than Ebola ever did, and the possibility of effects on the unborn is sure to generate questions and concerns among students just as Ebola did. Recently, a partnership of organizations, led by Horizon Research, Inc., CSSS, NSELA, and NSTA (with support from the National Science Foundation) surveyed the nation's science teachers to understand how they address health-related issues, specifically in the context of Ebola. What the researchers learned sheds light on how science teachers will likely respond to Zika and how to support teachers when they talk about the virus with their students. Results from the Ebola study suggest that when students ask about Zika, science teachers will respond. Teachers should be prepared to leverage this moment by staying up to date on Zika, and when opportunity arises, they can use it deepen students' understanding of important science concepts and practices. [This brief is derived from the report &quot;Stopping an Epidemic of Misinformation: How K-12 Science Teachers Responded to Ebola. Preliminary Report of Results&quot; (2016) by P. Sean Smith and Joan D. Pasley.]
A Review of the Research Literature on Teaching about the Small Particle Model of Matter to Elementary Students
Author: Smith, P. Sean
Date: 2016-09-00
Type: Information Analyses
Subjects: Elementary School Science,Scientific Concepts,Models,Elementary School Students,Science Instruction,Educational Research,Elementary School Teachers,Pedagogical Content Knowledge,Grade 5

This report summarizes the findings of a systematic review of research literature on teaching about the particle nature of matter to upper elementary students. The report is a product of the Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET) project. ASSET is exploring a method for collecting and synthesizing pedagogical content knowledge (PCK). Literature reviews and discussions with experts will help determine what is known in the field about teaching and learning of each of the key ideas, including common patterns of student thinking and successful instructional strategies.
Operationalizing the Science and Engineering Practices
Author: Trygstad, Peggy J.
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Science Education,Engineering Education,STEM Education,Science Teachers,Scientific Principles,Program Implementation

The eight science and engineering practices outlined in the Next Generation Science Standards (NGSS) are key to student science learning. However, there is limited guidance for teachers on what these practices should &quot;look like&quot; in instruction across different grade ranges and topic areas. This paper describes the development of two products to facilitate measurement of the extent to which classroom instruction aligns with the &quot;Framework for K-12 Science Education&quot; (National Research Council, 2012) and the subsequently released &quot;Next Generation Science Standards&quot; (Next Generation Science Standards [NGSS] Lead States, 2013), particularly the science practices. The first product is a primer that operationalizes the science practices for different grade levels and content areas. The second product is a selected-response survey for measuring how often teachers implement the practices in their science instruction.
Towards Engagement with the Science and Engineering Practices for All Students
Author: Pasley, Joan D.
Date: 2016-04-00
Type: Information Analyses
Subjects: Learner Engagement,Science Education,Engineering Education,Scientific Principles,Elementary Secondary Education,Science Teachers

The eight science and engineering practices outlined in the Next Generation Science Standards (NGSS) are key to student science learning. However, there is limited guidance for teachers on what these practices &quot;look like&quot; in instruction across different grade ranges and topic areas. Further, there is little existing guidance for teachers on how to make the practices in the NGSS accessible to all students, particularly those from groups that have traditionally been underserved in science education. This paper describes the development of a primer that operationalizes the science practices for different grade levels and content areas. This work is part of a larger study aimed at developing survey items to measure teachers' use of the science practices.
What Does &quot;Implementing the NGSS&quot; Mean? Operationalizing the Science Practices for K-12 Classrooms
Author: Pasley, Joan D.
Date: 2016-11-00
Type: Guides - Classroom - Teacher
Subjects: Program Implementation,Science Education,Elementary Secondary Education,Scientific Principles,Models,Mathematics Education,Mathematical Logic,Computation,Thinking Skills,Data Interpretation,Evidence,Vignettes,Reflection,Science Teachers,Biological Sciences,Earth Science,Space Sciences,Physical Sciences,Investigations,Academic Standards

The Next Generation Science Standards (NGSS) are composed of three intertwined dimensions--disciplinary core ideas, science and engineering practices, and crosscutting concepts--that provide a foundation for what students should know and be able to do at various grade levels. The eight science practices outlined in the NGSS are critical components of scientific sense making, but currently there is limited guidance on what these practices should &quot;look like&quot; in K-12 classrooms. Based on an extensive literature review and a multi-round modified-Delphi panel of expert practitioners, Horizon Research, Inc. (HRI) developed a primer to unpack the science practices. The primer outlines key elements of each practice--what students should be doing when engaging with each science practice--and provide illustrative examples of how these key elements might play out in classrooms across different grade bands and subject areas.
Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning
Author: Powell, Sara R.
Date: 2018-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Teaching Methods,Word Problems (Mathematics),Problem Solving,Mathematical Logic,Learning Disabilities,Schemata (Cognition),Addition,Multiplication,Subtraction,Elementary School Mathematics,Middle Schools,Secondary School Mathematics

Many general and special education teachers across the U.S. teach word problems by defining problems as a single operation (e.g., &quot;Today, we're working on subtraction word problems&quot;) and linking key words (e.g., more, altogether, share, twice) to specific operations (e.g., share means to divide). Unfortunately, teaching students to approach word problems in these ways discourages mathematical reasoning and frequently produces incorrect answers. In Table 1, we list eight common key words, identify the operation typically associated with each, and provide word problems that illustrate how reliance on key words can result in incorrect answers. Neither of these approaches--defining problems in terms of a single operation or linking key words to specific operations--has evidence to support its use. [This article was published in &quot;Teaching Exceptional Children&quot; v51 p31-42 2018 (EJ1190453).]
The Transition into Kindergarten for English Language Learners
Author: Ansari, Arya
Date: 2018-10-18
Type: Reports - Descriptive
Subjects: Kindergarten,English Language Learners,School Readiness,Academic Achievement,Socioeconomic Status,Educational Policy,Intervention,Educational Attainment,Minority Group Students,Barriers,Children,Longitudinal Studies,Surveys,Preschool Education,Educational Experience,Family Environment

The transition into kindergarten often serves as the basis for long-term disparities in educational attainment because initially small differences in early learning widen throughout the K-12 educational system. Given the long-standing disparities in their academic achievement related to being of low socioeconomic status and a racial/ethnic minority, the large and growing population of English language learners constitutes an important population in which to study the transition into formal schooling. The purpose of this book chapter is to describe the vulnerabilities faced by English language learners during this transitional period and the implications of this transition for their short- and long-term educational success. Throughout this chapter, we highlight how this transition into kindergarten may be amenable to policy intervention, its role in inequality, and how researchers, policy-makers, and practitioners can capitalize on the many strengths of these children and their families to facilitate a successful transition to school. [This paper was published in: A. Mashburn, J. LoCasale-Crouch, &amp; K. Pears (Eds.), &quot;Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Development&quot; (pp. 185-204) Cham, Switzerland: Springer.]
Invest in What Works: An Education Road Map for Michigan Leaders
Author: Lenhoff, Sarah W.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Public Schools,Academic Achievement,Instructional Leadership,Accountability,National Competency Tests,African American Students,Grade 4,Low Income Students,Charter Schools,Common Core State Standards,Funding Formulas,Mathematics Achievement,Reading Achievement,Grade 8,Leaders,Elementary Schools

As an organization made up of Michiganders, we know well how our parents once prided themselves on the quality of our state's public schools. Sadly, we have little to be proud of today. Our state's educational performance is lackluster by practically any reliable measure. In this report, we lay out a common-sense agenda to raise Michigan's achievement, and share some best practices from around the country. For years, Michigan has lacked a comprehensive education agenda and strategy to improve teaching and learning. This is a call to sensible action in a state that desperately needs it. We need to get to work on making the Great Lakes State a top 10 state for student learning. It's essential to our children's future -- and the state's economic renaissance.
Michigan No Child Left Behind Waiver Analysis
Author: Education Trust-Midwest
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Compliance (Legal),Accountability,Educational Legislation,Federal Legislation,Academic Standards,Outcomes of Education,Program Implementation,Common Core State Standards,Educational Indicators,Educational Assessment

The U.S. Department of Education has given Michigan a rare opportunity to devise new educational systems that better serve our state's students, families and educators. In return, Washington has agreed to waive some provisions of No Child Left Behind. For instance, states will no longer have to ensure that all students are proficient in reading and math by 2014, so long as they adopt more rigorous academic standards and a meaningful system to support schools while holding them accountable. The consequences of the waiver are high. Michigan's approved waiver request will impact: (1) How well Michigan's teachers are able to prepare students to meet new academic standards; (2) The helpfulness and reliability of information the state will provide to parents, students and educators on how well their public schools are actually performing; (3) Michigan's ability to reliably and fairly evaluate educators' impact on student learning; and (4) The identification of schools as failing and in need of improvement, which often dictates eligibility for state and federal dollars and intervention programs. In this report, Education Trust-Midwest identifies some strengths and weaknesses in Michigan's approved waiver request, and summarizes how Michigan plans to implement three major requirements of the waiver: school accountability, support and public reporting system; the state's educator evaluation system; and the transition to Common Core state standards.
Illinois Community College Board Fiscal Year 2017 Spring Enrollment Report
Author: Illinois Community College Board
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Full Time Students,Two Year College Students,Enrollment Trends,Declining Enrollment,Online Courses

Community colleges report opening Spring term enrollment figures to the Illinois Community College Board using a brief web based survey. These figures reflect student enrollments as of the end of registration for the Spring 2017 semester B usually the 10th day of the term. Overall, compared to the same term one year ago, statewide Spring 2017 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. The Spring 2017 semester headcount was 302,741 compared to 318,524 last year (a headcount decrease of 15,783 or -5.0 percent). The latest FTE count was 167,294 compared with 175,859 a year ago (an FTE decrease of 8,565 or -4.9 percent). FTE figures reflect the total number of credit hours being taken by students divided by 15--the number of semester hours traditionally considered a full-time class load. Table 1 contains comparative statewide Spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2013-2017. Table 2 provides a comparison of fiscal year 2013 through fiscal year 2017 Spring headcount enrollments for each community college. Table 3 contains a comparison of full-time equivalent (FTE) enrollments for the same five-year period. Table 4 provides fiscal year 2013 through fiscal year 2017 Spring opening enrollments in internet-based courses at each community college. [For the 2016 report, see ED587219.]
Illinois Community College Board Fiscal Year 2018 Spring Enrollment
Author: Illinois Community College Board
Date: 2018-03-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Full Time Students,Two Year College Students,Enrollment Trends,Declining Enrollment,Online Courses

Community colleges report opening spring term enrollment figures to the Illinois Community College Board using a brief web based survey. These figures reflect student enrollments as of the end of registration for the Spring 2018 semester--usually the 10th day of the term. Overall, compared to the same term one year ago, statewide Spring 2018 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. The Spring 2018 semester headcount was 289,611 compared to 302,741 last year (a headcount decrease of 13,130 or -4.3 percent). The latest FTE count was 160,396 compared with 167,294 a year ago (an FTE decrease of 6,898 or -4.1 percent). FTE figures reflect the total number of credit hours being taken by students divided by 15--the number of semester hours traditionally considered a full-time class load. Table 1 contains comparative statewide spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2014-2018. Table 2 provides a comparison of fiscal year 2014 through fiscal year 2018 spring headcount enrollments for each community college. Table 3 contains a comparison of full-time equivalent (FTE) enrollments for the same five-year period. Table 4 provides fiscal year 2014 through fiscal year 2018 spring opening enrollments in internet-based courses at each community college. [For the 2017 report, see ED587217.]
Illinois Community College Board Fiscal Year 2016 Spring Enrollment Report
Author: Illinois Community College Board
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Full Time Students,Two Year College Students,Enrollment Trends,Declining Enrollment,Online Courses

Community colleges report opening Spring term enrollment figures to the Illinois Community College Board using a brief web based survey. These figures reflect student enrollments as of the end of registration for the Spring 2016 semester B usually the 10th day of the term. Overall, compared to the same term one year ago, statewide Spring 2016 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. The Spring 2016 semester headcount was 318,524 compared to 330,311 last year (a headcount decrease of 11,787 or -3.6 percent). The latest FTE count was 175,859 compared with 184,239 a year ago (an FTE decrease of 8,380 or -4.5 percent). FTE figures reflect the total number of credit hours being taken by students divided by 15--the number of semester hours traditionally considered a full-time class load. During the Great Recession the Illinois Community College System experienced record-level Spring term enrollments with peak headcount enrollment in Spring 2010. Despite enrollments returning to pre-recession levels the Illinois community colleges continue to increase the number of graduates annually. With 71,787 earned collegiate-level degrees and certificates, fiscal year 2015 again set an all time high in the number of graduates from the Illinois Community College System. Table 1 contains comparative statewide Spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2012-2016. Table 2 provides a comparison of fiscal year 2012 through fiscal year 2016 Spring headcount enrollments for each community college. Table 3 contains a comparison of full-time equivalent (FTE) enrollments for the same five-year period. Table 4 provides fiscal year 2012 through fiscal year 2016 Spring opening enrollments in internet-based courses at each community college.
Quality Compensation for Teachers Summative Evaluation
Author: Hezel Associates
Date: 2009-01-30
Type: Reports - Research
Subjects: Compensation (Remuneration),Teacher Salaries,Teacher Evaluation,Summative Evaluation,Program Evaluation,Sustainability,Program Implementation,Statewide Planning,Educational Improvement,Teacher Attitudes,Administrator Attitudes,Professional Development,Merit Pay,Educational Practices

During the summer of 2008, the Minnesota Department of Education contracted with Hezel Associates, LLC, to conduct an external evaluation of the Q Comp implementation. The evaluation team has adopted a formative-summative approach to the investigation of Q Comp impact and sustainability. This approach has made it possible to study how Q Comp works and whether it works as intended and also to determine any preliminary impact that Q Comp has had on outcomes at various levels (e.g., district, school, teacher, student) while implementation occurs. This final evaluation report describes the research activities undertaken to date; findings, commendations and recommendations that have resulted from this research; and suggestions for further research in the future.