ethanporcaro/eric-fulltext-meta huggingface dataset:
Tool Kit to Determine Students&apos; College and Career Ready Designation under the College and Career Readiness and College Completion Act of 2013
Author: Maryland State Department of Education
Date: 2019-11-00
Type: Guides - Non-Classroom
Subjects: College Readiness,Career Readiness,State Legislation,College Credits,High School Students,Language Arts,Literacy Education,Mathematics Education,Grade 11,Grade 12,Transitional Programs,Graduation Requirements,Partnerships in Education,College School Cooperation,Community Colleges,School Districts,Vocational Education,Testing Accommodations,Public Schools

The College and Career Readiness and College Completion Act of 2013 (CCR-CCA) established a number of requirements designed to increase college and career readiness as well as degree completion in Maryland. With a rapidly changing economy and a focus on increasing the percent of young adults with postsecondary degrees, the intent of the Act is to reduce or eliminate the need for students to enroll in remedial courses in college. Students, who enter college prepared, typically benefit from improved persistence and are more likely to complete a degree. This tool kit provides information to assist local school system staff members in implementing the provisions of the CCR-CCA that relate to preparing students for both college and careers. Under §7-205.1 of the Education Article of the Annotated Code of Maryland: &quot;Beginning with the 2015-2016 school year, all students shall be assessed using acceptable college placement cut scores no later than 11th grade to determine whether the student is ready for college-level credit-bearing course work in English Language Arts, Literacy and Mathematics.&quot; It further requires that &quot;transition courses or other instructional opportunities shall be delivered in the 12th grade to students who have not achieved College and Career Readiness (CCR) by the end of the 11th grade. The implementation of transition courses or other instructional opportunities… shall include an assessment or reassessment of the student after completion of the course [or opportunity]; and may not preclude or replace enrollment in a course otherwise required for graduation from high school.&quot; The information provided in this tool kit will assist the local school system in designating students as College and Career Ready and identifying options and requirements for students who are not ready.
School Based Treatment for Anxiety Research Study (STARS): A Randomized Controlled Effectiveness Trial
Author: Ginsburg, Golda S.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Health Services,Anxiety,Program Effectiveness,Cognitive Restructuring,Elementary School Students,Middle School Students,High School Students,Outcomes of Treatment,Allied Health Personnel

The current study compared the effectiveness of a school-clinician administered cognitive behavioral treatment (CBT) to treatment as usual (TAU) at post-treatment (i.e., after 12 weeks) and at a 1 year follow-up. Sixty-two school-based clinicians (37 in CBT; 25 in TAU) and 216 students (148 students in CBT; 68 in TAU) participated. Students were ages 6-18 (mean age 10.87; 64% Caucasian &amp; 29% African American; 48.6% female) and all met DSM-IV diagnostic criteria for a primary anxiety disorder. Independent evaluators (IEs) assessed clinical improvement, global functioning, and loss of anxiety diagnoses; children and parents completed measures of anxiety symptoms. At post-treatment, no significant treatment main effects emerged on the primary outcome; 42% and 37% of youth were classified as treatment responders in CBT and TAU respectively. However, parent-report of child anxiety showed greater improvements in CBT relative to TAU (d = 0.29). Moderation analyses at post-treatment indicated that older youth, those with social phobia and more severe anxiety at baseline were more likely to be treatment responders in CBT compared to TAU. At the 1 year follow-up, treatment gains were maintained but no treatment group differences or moderators emerged. CBT and TAU for pediatric anxiety disorders, when delivered by school clinicians were generally similar in effectiveness for lowering anxiety and improving functioning at both post-treatment (on all but the parent measure and for specific subgroups) and 1 year follow-up. Implications for disseminating CBT in the school setting are discussed.
Career Education in Missouri: Show Me Learning That Works, 2018-19 [Fact Sheet]
Author: Missouri Department of Elementary and Secondary Education
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Outcomes of Education,Student Organizations,Secondary Education,Postsecondary Education,Technical Institutes,Vocational Training Centers,High School Students,College Graduates,High School Graduates

Missouri career education opportunities are preparing young people and adults for the job market and/or further education. These programs combine academics and job-specific skill training to assist in narrowing the skills gap. This fact sheet highlights 2018-19 data on Missouri's career and technical education (CTE) programs. [For the 2017-18 Fact Sheet, see ED590197.]
Pediatric Anxiety Disorders: A Cost of Illness Analysis
Author: Pella, Jeffery E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety Disorders,Correlation,Children,Adolescents,Costs,Mental Health,Health Services,Depression (Psychology),Severity (of Disability),Behavior Problems,Family (Sociological Unit),Attendance,Family Work Relationship,Elementary School Students,Middle School Students,High School Students,Psychiatric Hospitals,Employee Absenteeism,Parent Child Relationship

Few studies provide information about the clinical correlates of economic costs in pediatric anxiety disorders. This study uses baseline data from a randomized trial involving 209 children and adolescents with clinical anxiety to examine clinical and demographic correlates of direct and indirect costs. Measured costs included the direct costs of mental health services and the indirect costs resulting from children's missed school and parents' missed work. Validated measures of anxiety and depression severity and of internalizing and externalizing behaviors were reported by youth, their parents, and independent evaluators. Seventy-two percent of youth (n=150) had positive costs. Among these youth, the mean annual total cost was $6405 (&quot;sd&quot;-=$11,674), of which $5890 represented direct cost and $4658 represented indirect cost. Higher average costs were correlated with greater child anxiety and depression severity (p&lt;0.001). Most pediatric anxiety disorders result in substantial individual and family costs, and costs may increase rapidly with elevated anxiety severity and depressed mood.
Report to the Legislature: Annual Report on Students with Disabilities, 2015-2016
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Elementary Secondary Education,Educational Legislation,Equal Education,Federal Legislation,State Legislation,Enrollment Trends,Educational Finance,Special Education,Disability Identification,Costs,Budgets,Expenditures,Health Insurance,State Aid,School Districts,Educational Policy,Policy Formation,Institutionalized Persons,Residential Institutions,Special Schools,Compliance (Legal),Partnerships in Education,Civil Rights

This report highlights the Massachusetts Department of Elementary and Secondary Education's 2015-2016 achievements and continuing efforts made toward maintaining a record of meeting requirements under Individuals with Disabilities Education Act (IDEA), reorganizing their system of student and family supports, and improving outcomes for students with disabilities. In 2015, the Department experienced a significant reduction in staff, in large part due to an early retirement incentive program for staff and the end of their federal &quot;Race to the Top&quot; funding. The Department then launched a new initiative with the assistance of Parthenon-EY, a strategic consulting firm, to take stock of its organizational structure and identify changes that could be made to enhance coordination and planning while helping its staff and leadership work more efficiently and effectively. Parthenon-EY's recommendations, submitted to the Board of Elementary and Secondary Education in March 2016, focused on integrating and aligning work across the agency. In June 2016, the U.S. Office of Special Education Programs (OSEP) notified the Massachusetts Department of Elementary and Secondary Education (&quot;the Department&quot;) that, for the third year in a row, Massachusetts met the requirements of IDEA. [For the previous report, &quot;Report to the Legislature: Annual Report on Students with Disabilities, 2014-2015,&quot; see ED589969.]
A Pilot RCT of a School Nurse Delivered Intervention to Reduce Student Anxiety
Author: Ginsburg, Golda S.
Date: 2019-00-00
Type: Reports - Research
Subjects: School Nurses,Anxiety,Intervention,Randomized Controlled Trials,Relaxation Training,Symptoms (Individual Disorders),Outcomes of Treatment,Attendance,Evaluators,Pilot Projects,Psychoeducational Methods,Cognitive Restructuring,Behavior Modification,Problem Solving,Elementary School Students

The goal of this study was to evaluate the feasibility and impact of brief school-nurse-administered interventions for reducing anxiety. Thirty school nurses in Connecticut and Maryland were randomly assigned to deliver the Child Anxiety Learning Modules (CALM; n= 14) or CALM--Relaxation only (CALM-R; n= 16). Students (N= 54) were ages 5-12 (M age = 8; 84.9% White; 68.5% female) with elevated anxiety symptoms and/or anxiety disorders. Feasibility was assessed based on recruitment, retention, attendance, training and intervention satisfaction, and intervention adherence. Multiple informants, including independent evaluators (IEs), completed measures of clinical improvement at postintervention and at a 3-month follow-up. Of nurses in CALM and CALM-R, 62% and 81%, respectively, enrolled a student and completed an average of 6 sessions. Youth retention was 85% and 94% in CALM and CALM-R, respectively. Training and intervention satisfaction were high. At postintervention and follow-up, youth in both groups showed significant reductions in anxiety and related symptoms and improvements in functioning. Within-group effect sizes were medium to large, and between-group effect sizes were small. Task shifting responsibility for delivering brief mental health interventions to school nurses is feasible and shows promise for reducing anxiety and related impairment. This approach may also be integrated within a response to intervention model used in schools. [This is the online version of an article published in &quot;Journal of Clinical Child &amp; Adolescent Psychology&quot; (ISSN 1537-4416).]
Concordance between Clinician, Supervisor and Observer Ratings of Therapeutic Competence in CBT and Treatment as Usual: Does Clinician Competence or Supervisor Session Observation Improve Agreement?
Author: Caron, E. B.
Date: 2019-00-00
Type: Reports - Research
Subjects: Behavior Modification,Cognitive Restructuring,Competence,Observation,Supervisors,Allied Health Personnel,Interrater Reliability,Self Evaluation (Individuals),Accuracy,Public Schools,School Personnel

Background: Lowering the cost of assessing clinicians' competence could promote the scalability of evidence-based treatments such as cognitive behavioral therapy (CBT). Aims: This study examined the concordance between clinicians', supervisors' and independent observers' session-specific ratings of clinician competence in school-based CBT and treatment as usual (TAU). It also investigated the association between clinician competence and supervisory session observation and rater agreement. Method: Fifty-nine school-based clinicians (90% female, 73% Caucasian) were randomly assigned to implement TAU or modular CBT for youth anxiety. Clinicians rated their confidence after each therapy session (n=1898), and supervisors rated clinicians' competence after each supervision session (n=613). Independent observers rated clinicians' competence from audio recordings (n=395). Results: Patterns of rater discrepancies differed between the TAU and CBT groups. Correlations with independent raters were low across groups. Clinician competence and session observation were associated with higher agreement among TAU, but not CBT, supervisors and clinicians. Conclusions: These results support the gold standard practice of obtaining independent ratings of adherence and competence in implementation contexts. Further development of measures and/or rater training methods for clinicians and supervisors is needed. [This is the online version of an article published in &quot;Behavioural and Cognitive Psychotherapy.&quot;]
K-12 Louisiana Student Standards for Mathematics. Louisiana Student Standards: Mathematics
Author: Louisiana Department of Education
Date: 2017-12-21
Type: Guides - Non-Classroom
Subjects: Mathematics Instruction,State Standards,Kindergarten,Elementary Secondary Education,Reading Achievement,High Schools,Algebra,Geometry,Mathematical Concepts,Mathematics Skills

The Louisiana mathematics standards were created by over one hundred Louisiana educators with input by thousands of parents and teachers from across the state. Educators envisioned what mathematically proficient students should know and be able to do to compete in our society and focused their efforts on creating standards that would allow them to do so. The new standards provide appropriate content for all grades or courses, maintain high expectations, and create a logical connection of content across and within grades. Students in Louisiana are ready for college or a career if they are able to meet college and workplace expectations without needing remediation in mathematics skills and concepts. The standards define what Louisiana students should know, understand, and be able to do mathematically and represent the steps students must take along the way to be able to meet this goal. The K-12 mathematics standards lay the foundation that allows students to become mathematically proficient by focusing on conceptual understanding, procedural skill and fluency, and application. This report addresses: (1) Development of K-12 Louisiana Student Standards for Mathematics; (2) The Role of Standards in Establishing Key Student Skills and Mathematical Proficiency; (3) Structure of the Standards; (4) Reading Standards and Interpreting Their Codes in Grades 3-8; (5) Reading Standards and Interpreting Their Codes in High School Courses; (6) Companion Documents for Teachers; and (7) Progressions in Math Standards. In addition to discussing standards for mathematical practice in Louisiana, the report presents standards for mathematical content by grade--Kindergarten-Grade 8; Algebra I; Geometry; and Algebra II. A list of resources including instructional materials resources, standards by domain, teachers companion documents, and remediation guides is also provided. [For the 2016 edition of this report, see ED572263.]
Kinecting Geometric Proofs Concepts Using Gestures
Author: Walkington, Candace
Date: 2018-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Human Body,Motion,Validity,Mathematical Logic,Neurological Organization,Geometric Concepts,Middle School Students,High School Students,Nonverbal Communication

We explore whether &quot;directed actions&quot;--body movements that learners are instructed to formulate--enhance mathematical reasoning during proof production. Evidence is mounting that sensorimotor activity can activate neural systems, which can in turn alter and induce cognitive states (Nathan, 2014). New interventions are using motion-sensing technology to track actions that support geometric reasoning (e.g., Smith, King, &amp; Hoyte, 2014). We directed learners to perform mathematically-relevant (vs. irrelevant) motions through motion-capture video game play and hypothesized (H1) that directed actions will facilitate production of dynamic gestures, which will, in turn, (H2) improve students' nonverbal mathematical insights and the production of multimodal transformational proofs. Moreover, we hypothesized (H3) that adding pedagogical hints explicitly connecting directed actions to the conjectures enhances proof performance. Thirty-five middle and high school students played the &quot;Hidden Village&quot; game for the Kinect. Students played through 6 conjectures, with 2 to 4 conjectures (with relevant motions) revisited where the interviewer revealed to students how the motions related to the conjectures. Students' responses were scored along 4 dimensions: (1) making spontaneous &quot;depictive&quot; gestures, (2) making spontaneous &quot;dynamic&quot; depictive gestures, (3) recognizing key mathematical &quot;insights&quot;, (4) formulation of a &quot;valid&quot; transformational proofs (Harel &amp; Sowder, 1998). Participants were more likely to make depictive gestures when performing mathematically relevant (vs. irrelevant) directed actions. Participants who performed relevant directed actions were &quot;not&quot; more likely to make dynamic gestures (H1), demonstrate the mathematical insight, or provide a valid proof (H2). However, after receiving the pedagogical hint (H3), participants were more likely to make depictive gestures, dynamic gestures, more likely to express the correct insight, and more likely to formulate a valid proof. Producing depictive gestures predicted mathematical insight, but not formulating a transformational proof. However, making &quot;dynamic&quot; depictive gestures (H2) predicted both insight and proof. Results suggest that dynamic gestures may be associated with reasoning deductively about generalizable properties of space and shape and that pedagogical hints related to the directed actions are beneficial for insight and learning geometric proof.
Does Restricting Hand Gestures Impair Mathematical Reasoning?
Author: Walkington, Candace
Date: 2019-00-00
Type: Reports - Research
Subjects: Teaching Methods,Nonverbal Communication,Mathematics Instruction,College Students,Recall (Psychology),Intuition,Geometric Concepts,Cognitive Processes,Mathematical Logic,Problem Solving,Language Processing,Barriers,Student Characteristics,Language Fluency,Speech Communication

Gestures are associated with powerful forms of understanding; however, their causative role in mathematics reasoning is less clear. We inhibit college students' gestures by restraining their hands, and examine the impact on language, recall, intuition, and mathematical justifications of geometric conjectures. We test four mutually exclusive hypotheses: (1) gestures are facilitative, through cognitive off-loading, verbal support, or transduction, (2) gestures are not facilitative, but being inhibited from gesturing increases cognitive demands, (3) gestures are a byproduct of reasoning processes that would take place with or without the gestures' overt presence, and (4) gestures can cause learners to focus on concrete, salient representations, inhibiting abstraction. We find support for the third hypothesis, concluding that learners making or being inhibited from making gestures does not seem to impact their problem-solving, cognitive, or language processes. This suggests that being unable to overtly perform personally-generated gestures is not a hindrance to learners; however this would not necessarily hold for directed or structured gestures. [This paper was published in &quot;Learning and Instruction&quot; v64 2019.]
Teacher Anxiety Program for Elementary Students (TAPES): Intervention Development and Proposed Randomized Controlled Trial
Author: Ginsburg, Golda S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Anxiety,Elementary School Students,Elementary School Teachers,Teacher Role,Program Development,Program Evaluation,Program Effectiveness,Faculty Development,Stress Management,Parent Education,Planning,Coping,Stress Variables,Fear,Classroom Environment,Teacher Behavior,Behavior Change,Rating Scales,Teacher Student Relationship,Parent Teacher Cooperation,Burnout,Behavior Problems,Student Behavior,Mental Health,Randomized Controlled Trials

Background: Excessive student anxiety is a common problem that severely impairs short- and long-term academic functioning and increases teacher burden. Reducing student anxiety has been associated with improvement in educational functioning. Because anxiety manifests daily in the classroom, teachers are in an ideal position to identify and help students manage their anxiety. Unfortunately, teachers lack the knowledge and skills to support the learning of students with excessive anxiety. The Teacher Anxiety Program for Elementary Students (TAPES), a novel teacher-administered school-home collaborative intervention, was designed to address this gap. Methods: This manuscript describes the protocol for developing and evaluating TAPES. Specifically, we present a description of: (1) the intervention and theoretical model; and (2) methods for the proposed randomized controlled trial comparing TAPES to a standard professional development seminar focused on reducing student anxiety. Discussion: Primary aims examine the impact of the TAPES training on teacher knowledge and skill. Secondary aims examine the impact of TAPES on student outcomes. Exploratory aims will examine mediators based on our proposed theory of change. If effective, TAPES has the potential to directly benefit teachers (improving skills) and students (reducing anxiety and improving functioning).
Exploring the Dynamics of Changing Teaching
Author: Hughes, Sally
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Models,Educational Change,Elementary School Teachers,Catholic Schools,Foreign Countries,Educational Researchers,Interpersonal Relationship,Elementary School Mathematics,Mathematics Instruction,Reflection

This paper examines the use of two theoretical models to analyse the complex process of changing teaching practice. The models were considered complementary in forming a theoretical framework. Analysis of one teacher's change, from the second cycle of a designbased research project for an onsite collaborative professional learning program, provides the context for the study. The findings suggest that social dynamics between the researcher and teacher, and aspects of the institutional dimension were critical influences on opportunities to learn and change practice.
Impact of a National Professional Development Program on the Beliefs and Practices of Out-of-Field Teachers of Mathematics
Author: Goos, Merrilyn
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Qualifications,Teacher Certification,Teacher Placement,Faculty Development,National Programs,Program Effectiveness,Teacher Attitudes,Educational Practices,Mathematics Instruction,Teacher Improvement,Foreign Countries,Student Centered Learning,Problem Based Learning,Secondary School Teachers,Secondary School Mathematics,Teacher Education Programs,Beliefs

'Out-of-field teaching' refers to the practice of assigning teachers to teach subjects that do not match their training or education -- an international phenomenon that seems particularly prevalent in mathematics. This paper reports on a study evaluating the impact of a national professional learning program for out-of-field secondary mathematics teachers in Ireland. An online survey investigated teachers' beliefs about mathematics, mathematics teaching and mathematics learning, and changes in teaching practices. These teachers reported largely child-centred beliefs and practices consistent with the problem-solving orientation of the new mathematics curriculum, thus providing some evidence of the program's impact.