ethanporcaro/eric-fulltext-meta huggingface dataset:
Audio Support Guidelines for Accessible Assessments: Insights from Cognitive Lab
Author: Christensen, Laurene L.
Date: 2014-12-00
Type: Tests/Questionnaires
Subjects: Testing Accommodations,Assistive Technology,Guidelines,Audio Equipment,Visual Impairments,English Language Learners,Learning Disabilities,Elementary School Students,Middle School Students,High School Students,Educational Assessment,Student Attitudes,Preferences,Difficulty Level

Some students, including students with print disabilities, students with low vision, and English language learners, may benefit from having test content read aloud. However, there have been challenges in standardizing the presentation of test content, including whether or not to read answer choices or to describe maps and cartoons, among many other issues. Technology-enhanced assessment offers the opportunity to provide standardized audio support delivered through the test platform. One goal of the Guidelines for Accessible Assessment Project (GAAP) was to develop a set of audio guidelines that could be used across states. This report features the findings from cognitive labs conducted with students to gain their input and feedback on the proposed guidelines. A total of 46 students participated in the audio cognitive labs, including 22 students with print disabilities, 17 students with low vision, and seven students who are English language learners. Key Findings include: (1) Findings were generally mixed, but some patterns emerged. Overall, students reported that audio support helped them understand test questions better; (2) Students also had a slight preference for numbers with decimals to be read as numerals with &quot;decimal point&quot; rather than to be read with place value; and (3) Students were mixed in their preferences for audio support with the drag-and-drop. Overall, the findings from the cognitive labs support the need for taking an individualized approach in providing audio support for assessments. Study Instruments are contained in the appendix. [The contents of this document were developed at the National Center on Educational Outcomes (NCEO) under a subcontract from the Maryland Department of Education for an Enhanced Assessment Grant (#S368A120006) from the U.S. Department of Education. NCEO is supported in part, through a Cooperative Agreement (#H326G110002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education.]
Creativity in the Era of Social Networking: A Case Study at Tertiary Education in the Greek Context
Author: Theodotou, Evgenia
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Creativity,Social Networks,Case Studies,Social Sciences,Foreign Countries,Undergraduate Students,Student Evaluation,Evaluation Methods,Questionnaires,Student Attitudes,Creative Thinking,Skill Development

This paper investigates the utilization of a social network tool in order to promote creativity in higher education. Buddypress was selected as a social network tool and de Bono's &quot;6 thinking hats&quot; as a creativity strategy. The participants were 17 undergraduate students from a case study in a University in Greece in the field of social sciences. Creativity was defined by Torrance &amp; Ball's [25] factors and the results were analyzed using authentic assessment and a questionnaire. The findings show that the research process was beneficial to students' creativity and that social network tools can be utilized successfully with such a focus. These findings should be treated carefully in terms of generalizing them, as they were derived from a case study. This research could be useful to educators and researchers as a pioneering approach in all levels of education. [This paper was published in &quot;Advances in Intelligent Systems and Computing&quot; v407 p141-149 Nov 2015 (ISBN 978-3-319-26688-6 print, 978-3-319-26690-9 online).]
&quot;Can We Play Again with Picasso Miss?&quot; The Effects of the Arts in Children's Involvement during Literacy Activities in the Early Years Settings: A Case Study in the Greek Context
Author: Theodotou, Evgenia
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Art Activities,Literacy Education,Learning Activities,Case Studies,Young Children,Interdisciplinary Approach,Semi Structured Interviews,Principals,Foreign Countries,Hypothesis Testing,Teaching Methods,Observation,Visual Arts,Student Characteristics,Nonverbal Communication,Teacher Attitudes,Preschool Education,Early Childhood Education

Involvement is the cornerstone of the educational process, especially in the early years settings. It is a fundamental factor in people's actions particularly when they are deeply concentrated in an activity. However, little research has been conducted in the early years settings, with focus on teaching and learning. This piece of research investigates the effects of the arts as a means to promote children's involvement during literacy activities. This was based on the hypothesis that the arts provide opportunities to children to participate actively. The participants were from a case study of an early years setting in Greece, with 18 children and their average age was 5,2 years old. The research procedure was based on the &quot;Play and Learn through the Arts&quot; programme, which was an interdisciplinary programme that was designed for a PhD project. Children's involvement was measured with Leuven Involvement Scale for Young Children (LIS-YC) and it was further examined with a semi structured interview to the head teacher of the class. The findings show that the data collected from both measures verifies the research's hypothesis about the beneficial effect of the arts on children's involvement during literacy activities. These findings should be treated carefully in terms of generalising them, as they derived from a case study. This research could be useful to early years educators as a pioneering approach in early literacy. [This paper was published in the International Academic Conference on Social Sciences Conference Proceedings, p16-27 July 25-26 2015 (ISBN 978-9941-0-7410-3).]
RTI Fidelity of Implementation Rubric
Author: National Center on Response to Intervention
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Fidelity,Program Implementation,Response to Intervention,Scoring Rubrics,Growth Models,Screening Tests,Progress Monitoring,Evidence Based Practice,Management Information Systems,Instruction,Intervention,Teaching Methods,Benchmarking,Educational Facilities,Educational Resources,Program Evaluation,Worksheets,Guidelines

The Response to Intervention (RTI) Fidelity Rubric is for use by individuals who are responsible for monitoring school-level fidelity of RTI implementation. The rubric is aligned with the essential components of RTI and the infrastructure that is necessary for successful implementation. It is accompanied by a worksheet with guiding questions and score points for use in an interview with a school's RTI leadership team.
50 Ways to Test: A Look at State Summative Assessments in 2014-15
Author: Salazar, Tonette
Date: 2014-11-18
Type: Reports - Descriptive
Subjects: Summative Evaluation,State Standards,Evaluation Criteria,Academic Standards,Consortia,Federal Programs,Testing Programs,Elementary Secondary Education,Common Core State Standards

A key aspect of the teaching and learning cycle involves checking the progress of student learning along the way. Traditionally, state summative assessments have served as a way to measure student mastery of the knowledge and skills outlined in the learning expectations or standards at the end of the academic year. As many states began adopting college and career ready standards, such as the Common Core State Standards (CCSS), a need arose for new summative assessments. New standards require new assessments measuring the skills and knowledge outlined in the new standards. The Education Commission of the States has received numerous inquiries for information on where states are in terms of state assessments for the 2014-15 school year. Constituents also request information about federal testing requirements. This document provides a high-level overview of the two testing consortia and federal testing requirements. The comprehensive chart presented provides a snapshot of which assessments are planned in all 50 states and Washington, D.C. for the 2014-15 academic year.
A Closer Look: Teacher Evaluations and Reduction-in-Force Policies
Author: Thomsen, Jennifer
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,State Policy,Personnel Policy,Job Layoff,Trend Analysis,State Legislation,Performance Factors,Statistical Data,Tenure

An increasing number of states are requiring teacher performance, as measured by evaluations, be considered when districts are conducting layoffs or reductions in force, according to a 50-state policy review by the Education Commission of the States (ECS). ECS reviewed reduction-in-force policies in 2012 and recently created an online database, updating this information and making it more readily available. This report identifies the primary factor to be considered in each state's reduction-in-force policies and highlights states that prohibit the consideration of tenure or seniority in layoff decisions.
Dual Enrollment: A Strategy to Improve College-Going and College Completion among Rural Students
Author: Zinth, Jennifer Dounay
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Career Education,Technical Education,Community Colleges,Rural Areas,Educational Benefits,Educational Attainment,Educational Quality,Declining Enrollment,Educational Finance,Partnerships in Education,Masters Programs,Scheduling,Program Descriptions,Travel,Tribally Controlled Education,State Policy,Low Income,Costs,College Attendance,Financial Support,Scholarships,Distance Education

Research shows that students who participate in dual enrollment are more likely than their peers to finish high school, enter college and complete a degree. This means dual enrollment can greatly benefit students in rural areas, which report lower college-going and postsecondary attainment rates than other locales. However, rural areas face unique challenges in providing high-quality dual enrollment programs: (1) Securing qualified instructors, either high school teachers who have the qualifications to lead college-level courses or postsecondary instructors; (2) Covering program costs, as many rural districts face declines in enrollment and the funding that follows students in many states; and (3) Addressing program logistics, including the challenges of offering a course to a small number of students and offering career/technical education coursework when high schools may not have the latest technical equipment but the nearest community college is a long drive away. This report will discuss how states are rising to these challenges, including these examples: (1) A public-private partnership in Ohio includes funding to help eight colleges and universities create and administer an 18-month master's degree with a teacher-friendly schedule; (2) Texas authorizes workforce investment funds to support dual enrollment programs targeted to address the needs of high-demand fields; and (3) Ten states authorize a course to be offered at a location other than a high school or college, easing travel burdens. This includes Illinois and Wyoming. A final section will address the opportunities posed by delivering dual enrollment through tribal colleges. State policies are often silent on the inclusion of tribal colleges in dual enrollment programs. However, one state, New Mexico, created a tribal college dual credit program fund to address this issue.
Later Education Start Times in Adolescence: Time for Change
Author: Kelley, Paul
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Scheduling,Sleep,Meta Analysis,Educational Research,Health Related Fitness,Adolescent Development,Fatigue (Biology),Change Strategies,Legal Problems,Educational Policy,Time Perspective,Time Management

School start times for adolescents in the United States are typically too early to be healthy for this age group. There is significant evidence from the research literature that early starts have serious negative impacts on students. In particular, early education start times in adolescence cause chronic sleep deprivation, which damages both adolescents' education and health. Fortunately, chronic sleep deprivation is one of the more preventable public health issues facing the nation. This brief report summarizes the latest research on the subject, explores policy options to address this education and public health issue, and sets forth the recommendation that education start times be adjusted appropriately for U.S. adolescents.
Advancing Civic Learning with Administrative Authority
Author: Delander, Brady
Date: 2014-06-00
Type: Collected Works - General
Subjects: Civics,Citizenship Education,Educational Administration,Skill Development,Faculty Development,Secondary School Teachers,Social Studies,Educational Quality,Elementary Secondary Education

Legislating civics education initiatives can be an arduous process that takes time and resources, and requires buy-in from various stakeholders. Some state officials--including superintendents of public education and chief justices--have used their authority to more quickly advance civics education initiatives and programs without legislation. California and Montana, through the leadership of their state judiciaries and superintendents of public instruction, have taken steps to expand civics education through administrative directives. Such directives may be an expedited way to implement civics initiatives, though the challenge then becomes finding ways to sustain them. The California Task Force on K-12 Civic Learning is a combined effort of California Chief Justice Tani G. Cantil-Sakauye and State Superintendent of Public Instruction Tom Torlakson, with funding from the California Bar Association. Among its many charges, the task force made recommendations intended to improve overall civic skills and dispositions in the state. In Montana, Superintendent of Public Instruction Denise Juneau's Civic Education Institute offered two days of professional development to every secondary social studies and civics teacher in the state, bringing in national experts to highlight and explain the top resources available. This report provides an overview of those efforts. [This report is the fourth in a series of reports examining state initiatives related to civic education. For the other reports: &quot;Florida and Tennessee: Accountability in Civic Education,&quot; see ED561922; &quot;States Address Civics with Mandated Task Forces,&quot; ED561924; and &quot;Florida and Illinois: Civics Initiatives, No Law Required,&quot; ED561917.]
School Safety in a Post-Sandy Hook World
Author: Trump, Kenneth S.
Date: 2014-07-01
Type: Reports - Descriptive
Subjects: School Safety,Social Media,State Policy,Financial Support,Computer Mediated Communication,Crisis Management,Violence

In this report the author, who is a school safety expert, provides information about school safety in a post-Sandy Hook world. He presents the following: (1) Continuum of Threats and Responses; (2) The role social media plays; (3) Reliable Best Practices; (4) Policy and Funding--Climate and Context; (5) Policy and Funding--Things to Avoid; and (6) State Policy and Funding--Meaningful Things to Consider. The following two articles written by the author are also presented in this report: (1) 10 Lessons Learned from the Sandy Hook School Shootings; and (2) Schools Face New Wave of Violent Threats Sent by Social Media and Other Electronic Means, Study Says. The following two fact sheets are presented: (1) Focusing on the Fundamentals of School Safety: 10 Key Points to Remember; and (2) 10 Practical Things Parents Can Do to Assess School Security and Crisis Preparedness.
Increasing Student Access and Success in Dual Enrollment Programs: 13 Model State-Level Policy Components
Author: Zinth, Jennifer Dounay
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High Schools,Public Schools,Educational Policy,State Policy,Access to Education,Educational Benefits,High School Students,Minority Group Students,Disproportionate Representation,Educational Finance,Educational Quality,Transfer Policy,Transfer of Training,Credits,Student Participation,Eligibility,Student Characteristics,Academic Achievement,Academic Persistence,Program Evaluation,Teacher Qualifications

Dual enrollment or concurrent enrollment programs allow eligible high school students to take postsecondary courses for college and, usually, high school credit. Programs are nearly ubiquitous--in 2014, courses for dual or concurrent enrollment credit are offered in every state and the District of Columbia. Statewide policies govern these programs in 47 states and D.C., and local policies or agreements oversee programs in Alaska, New Hampshire, and New York. While programs have various names in different states, the term &quot;dual enrollment&quot; will be used throughout this report. Findings are based on an Education Commission of the States (ECS) analysis of state dual enrollment policies and a review of relevant academic research. Among some of the findings: (1) The number of U.S. public high schools offering dual enrollment programs is growing, with 82 percent providing such opportunities in 2011-12, the most recent national data available; (2) Academic research and state experience highlight the benefits of dual enrollment programs for improving college completion rates, particularly for minority and/or low-income students and (3) However, with the possible exception of Massachusetts, minority and/or low-income students tend to be underrepresented in statewide dual enrollment programs. Recent analyses in Illinois, Ohio and Washington show white and/or more affluent students are overrepresented in these programs. ECS identified 13 model state-level policy components that may increase student participation and success in dual enrollment programs. These components fall under four broad categories: (1) access (2) finance; (3) ensuring course quality; and (4) transferability of credit. Examples of state laws containing these components are incorporated throughout this report.
Closing the Achievement Gap: Four States' Efforts
Author: Wixom, Micah Ann
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Achievement Gap,State Legislation,Educational Legislation,Statewide Planning,Planning Commissions,Accountability,Diversity (Institutional)

The achievement gap separating economically disadvantaged students from their more advantaged peers disproportionately affects students of color and has been the focus of discussion, research and controversy for more than 40 years. While the gap between black and white students narrowed considerably from the 1950s to the 1980s, that gap has remained stubbornly stable since then. Some research suggests that the income achievement gap (separating wealthy and poor students) is widening. Below-par achievement of minority and economically disadvantaged students remains one of the most concerning problems in education. This brief highlights the efforts of four states--Connecticut, Massachusetts, Washington and Wisconsin--to reduce their achievement gaps through state-level task forces or commissions and other legislative action. These four states historically boast average or strong academic achievement levels, but all are facing achievement gaps, some of them significant. Two appendices are provided: (1) Master Plan to Eliminate the Achievement Gap in Connecticut; and (2) Recommendations from the 2014 Massachusetts Advocates for Diversity in Education Task Force.
A Cure for Remedial Reporting Chaos: Why the U.S. Needs a Standard Method for Measuring Preparedness for the First Year of College
Author: Gianneschi, Matt
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Remedial Instruction,Reports,College Preparation,College Readiness,Measures (Individuals),College Students

The purpose of this paper is to review state-level practices that identify, track and regularly report the numbers of students identified for remedial instruction. In doing so, the Education Commission of the States (ECS) hopes to begin a national dialogue regarding if and how states could share information about students' referral to and success in remedial and college-level courses. In fall 2013, ECS collected information on state-level remedial education reporting and standards. ECS established the Remedial Reporting Steering Committee, comprised of elected officials, state education policy officers and education experts. The findings in this report reveal that there is little consistency across the states regarding how and when remediation is measured and reported. A few states--Colorado, Nevada and Texas--prepare robust annual reports with information concerning placement, student characteristics and outcomes, and costs. Others, including Nebraska, Pennsylvania and Vermont, do not appear to report remedial data. Even among states that regularly report on remediation, the methods used to count and monitor students vary widely. As a result, it is not possible to accurately measure the incidence of remediation in many states or to conduct cross-state analyses of efforts intended to improve remedial outcomes. In response to these conditions, the Remedial Reporting Steering Committee developed two major recommendations to remedy the inconsistency in reporting on and measuring state remedial rates. The recommendations are as follows: (1) States should work together to develop and implement standard methods for measuring and reporting placement into and progression through remedial instruction; and (2) In developing these new methods, states should create a dynamic, comprehensive measurement methodology focused on progress and success rather than state-level accountability or comparative rankings. A smaller technical advisory subcommittee was convened to design a model framework for measuring and reporting remedial data. The elements of the model are presented in a companion document, &quot;A Common Framework for Remedial Reporting&quot; (see ED561916). The following are appended: (1) Remedial Reporting: State Summary Chart; (2) Remedial Reporting: States with Annual Reports; (3) Remedial Reporting Steering Committee; and (4) Resources: State Remedial Reports. [Additional contributors to this report include: Anne Button, Sarah Emery, Betsy Harper, and Matthew Weyer. This report is part of the ECS Remedial Education Reporting Project.]