ethanporcaro/eric-fulltext-meta huggingface dataset:
Taking Deeper Learning to Scale
Author: Noguera, Pedro A.
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Equal Education,High Stakes Tests,Educational Legislation,Federal Legislation,Elementary Secondary Education,Racial Differences,Ethnicity,Preschool Education,Language Arts,Reading Achievement,Mathematics Achievement,Economically Disadvantaged,Socioeconomic Influences,Low Income Students,Minority Group Students,Transformative Learning,Learner Engagement,At Risk Students,Common Core State Standards,Teacher Role,Urban Schools,High Schools,Teaching Methods,Program Effectiveness,Achievement Gains,Literacy Education

For some time now, it has been evident that the policies pursued by the United States to elevate the academic performance of students, particularly those who are most economically disadvantaged, have not produced the results that were promised or hoped for. This paper analyzes the efforts of schools and school districts to improve academic achievement, particularly among students who have historically underperformed. Three cases are presented: (1) Ocean Unified School District (OUSD); (2) Brockton High School (BHS); and (3) Washington High School. The cases are presented to reveal the potential of using deeper learning as a reform strategy that can lead to greater equity in academic outcomes. Equity is the critical challenge facing American education today. By drawing attention to schools that have met these challenges successfully and by identifying the obstacles that have prevented others from obtaining similar results, the hope is that it may be possible to promote greater progress elsewhere.
The Role of Emotions in Simulations of Practice
Author: Milewski, Amanda
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Psychological Patterns,Computer Simulation,Professional Development,Vignettes,Cartoons,Mathematics Instruction,Emotional Intelligence,Nonverbal Communication,Semiotics,Cues,Teacher Response

Technology-mediated simulations of teaching practice are becoming a more common way to introduce teachers to the dilemmas of teaching during professional development. In this paper, we show that the inclusion of markers of student emotions in cartoon-based scenarios of teaching changes teachers' appropriateness rating of the actions that the teacher took in the storyboard. Our results show that the inclusion of markers of student emotions in representations of practice could cue teachers into a particular judgments of action. [For the complete proceedings, see ED606556.]
Teacher Turnover: Why It Matters and What We Can Do about It
Author: Carver-Thomas, Desiree
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Labor Turnover,Teacher Persistence,Teacher Shortage,Elementary Secondary Education,Geographic Regions,At Risk Students,Minority Group Teachers,Intellectual Disciplines,Institutional Characteristics,Teacher Characteristics,Teaching Conditions,Disadvantaged Youth,Teaching Experience,Minority Group Students,Teacher Education Programs,Teacher Salaries,Administrator Role,Teacher Attitudes,Teacher Retirement,Teacher Certification

With the U.S. facing a national teacher shortage that is projected to grow substantially in the coming years, school systems across the country are grappling with the challenge of building and maintaining a high-quality teacher workforce for all students. While school leaders and policymakers might be tempted to solve shortages by focusing solely on teacher recruitment strategies, a better approach begins with understanding teacher attrition and turnover. This report uses data from the most recent nationally representative survey of U.S. teachers (Restricted-Use Schools and Staffing Survey [SASS] 2011-12 and Teacher Follow-Up Survey [TFS] 2012-13) to investigate how turnover trends vary across teachers and schools. Given the significant role turnover plays in teacher shortages, this report discusses turnover trends in major subject areas that commonly suffer shortages--mathematics, science, special education, and English language development--as well as among teachers of color and in high-poverty and high-minority schools. The authors begin with an overview of trends in teacher attrition and turnover, nationally and regionally. The report then looks at these trends by subject area and by teacher and school characteristics. Next, the authors discuss predictors of teacher turnover that have been surfaced in previous research and test them with the most recent national data. The report ends with a discussion of policy considerations, based on research on stemming teacher turnover. [For the research brief see, ED606807.]
ADHD: Helping Children with Unconventional Behaviors Succeed in a Changing World
Author: Baker, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Behavior Problems,Teamwork,Student Needs,Intervention,Drug Therapy,Symptoms (Individual Disorders),Parent Role,Teacher Role,Allied Health Personnel,Role,Comorbidity,Therapy

ADHD: Helping Children with Unconventional Behaviors Succeed in a World provides an untraditionally optimistic look at the subject of ADHD. It begins with a historical exploration of the changing labels and treatment options society has applied to ADHD-like behaviors. It then identifies a support team of parents, teachers, and medical professionals that can collaboratively help young people who exhibit these behaviors participate in today's classrooms, as many of the other now successful ADHD identified adults it cites have done. To help the support team work together, it lists the present identification criteria used to separate boisterous behavior from ADHD cases and outlines three treatment options currently available: medication, treatment without medication, and a combination of the two.
Teacher Turnover: Why It Matters and What We Can Do about It. Research Brief
Author: Carver-Thomas, Desiree
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Labor Turnover,Teacher Persistence,Teacher Shortage,Elementary Secondary Education,Geographic Regions,At Risk Students,Minority Group Teachers,Intellectual Disciplines,Institutional Characteristics,Teacher Characteristics,Teaching Conditions,Disadvantaged Youth,Teaching Experience,Minority Group Students,Teacher Education Programs,Teacher Salaries,Administrator Role,Teacher Attitudes,Teacher Retirement,Teacher Certification

Without changes in current policies, U.S. teacher shortages are projected to grow in the coming years. Teacher turnover is an important source of these shortages. About 8% of teachers leave the profession each year, two-thirds of them for reasons other than retirement. Another 8% shift to different schools each year. In addition to aggravating teacher shortages, high turnover rates lower student achievement and are costly for schools. This brief examines turnover trends and causes. It concludes that policies to stem teacher turnover should target compensation, teacher preparation and support, and teaching conditions. [For the full report, see ED606805.]
The Status Currency of Sport in Afyonkarahisar, Turkey
Author: Sahin, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teacher Attitudes,Administrator Attitudes,Incidence,Recreational Facilities,Educational Facilities,Barriers,Youth,Athletics,Cultural Influences,City Government,Government Role,Participation,Status

The purpose of the study is to determine the currency of the sport in Afyonkarahisar with economic, social and cultural movements in recent years. What is the rate of the participation to amateur and professional sports? Is sports facility sufficient? Have the school sports become common? How it looks relation between branch and participation and the level of the success in clubs? The responses of these questions is important to identify what to do for the city people, who ask to catch output in the field of sport in Afyonkarahisar, spend their times with sports activities. It is needed to determine the place of Afyonkarahisar, which had a very significant role in Republic and before the Republic period, in Turkish Sports History and what to do in order to make it a better city. In last 25 years, it's discussed with the people who served as Afyonkarahisar Youth and Sport city manager, Afyonspor's old and new administers the athletes who are successful enough to play in national teams and the physical education teachers who are working in the city and the results have been noted. After the investigation, it is presented suggestions of solution and determinations by establishing the situation of sports in Afyonkarahisar.
Exploring Taiwanese College Students&apos; Acceptance of Self-Access Language Learning
Author: Baker, J.
Date: 2004-12-00
Type: Journal Articles
Subjects: College Students,Second Language Learning,Independent Study,Positive Attitudes,English (Second Language),Adoption (Ideas),Foreign Countries,Required Courses,Learning Resources Centers,Language Laboratories,Study Habits

Recently, there has been a large amount of research in the area of self-access language learning (SALL) showing that students around the world react favorably to SALL (Gardner and Miller, 1997; McDonough and Shaw, 1993; Richtcrich and Chanceril, 1980; Sheerin 1989; 1991). There have even been a few reports showing positive results with students in Asia (Baker, 2003; Barnett, 1995; Klassen, Champa, Lui, Patri, and Wu, 1988; Pemberton, 1992), where students are traditionally portrayed as reticent and favoring teacher-centered instruction (Riley, 1988), but there has been little research with Taiwanese students and even less with many of the students who receive a large portion of the EFL instruction: Taiwanese college students who are non-English majors and who are mandated to receive EFL instruction as part of the general education requirements. To examine their acceptance of SALL, a quantitative attitudinal study was conducted. Two hundred and forty-three such students, Taiwanese college students who are non-English majors, participated in the study. They were surveyed using a closed response instrument after one semester of participation in a SALL center. Their responses were compared to students' responses from other global centers to compare acceptance. We then triangulated the data with qualitative retrospective semi-structured interviews using key informants to give further breadth and scope to the results (Creswell, 1994). The evidence presented during this survey study shows that Taiwanese college students who are non-English majors also accept SALL learning as part of the EFL curriculum and offers several reasons that contribute to the acceptance.
Does the State Allow K-12 Tuition to Be Claimed as an Eligible Expense? 50-State Comparison: 529 Education Savings Plans
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Investment,Parent Financial Contribution,State Policy,Taxes,Tax Credits,Money Management,Educational Finance,Student Financial Aid,Elementary Secondary Education,Tuition

The 50-State Comparison on 529 Education Savings Plans provides a national comparison of state policies and activities related to state 529 education savings plans. It focuses on three main categories of state policies related to 529 plans: contributions, withdrawals, and eligible expenses. The information in this resource was gathered from state statutes, regulations, program information on state websites, and program disclosure documents. This document provides information on how all states approach policies regarding allowing K-12 tuition to be claimed as an eligible expense. Of the states with a 529 plan, 29 states and the District of Columbia allow K-12 expenses to be included as an eligible expense in state tax filings. [View the full &quot;50-State Comparison: 529 Education Savings Plans&quot; here: https://www.ecs.org/50-state-comparison-529-education-savings-plans.]
Secondary Analysis of the Reading Recovery Four-Year i3 Scale-Up
Author: Schwartz, Robert M.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Intervention,Reading Difficulties,Reading Achievement,Grade 1,Elementary School Students,Program Effectiveness,Reading Programs,Reading Fluency,Reading Skills,Alphabets,At Risk Students,Achievement Tests,Standardized Tests,Reading Comprehension

This paper provides a secondary analysis of the May, Sirinides, Gray, and Goldsworthy (2016) evaluation of the Reading Recovery scale-up. We extend their findings to include analysis of the six subscales of the &quot;Observation Survey (OS) of Early Literacy Achievement&quot; (Clay, 2013) that the What Works Clearinghouse has previously used to access the beginning reading domains of Alphabets, Reading Fluency, and General Reading Ability. We also provide a sub-group analysis of students whose entry scores predict a severe reading difficulty at the end of first grade. This analysis includes the ITBS subscales reported by May et al. for their main analysis. The May et al. design was a randomized controlled trial with independent samples in each of the four years of the study. In total 3444 pairs of first grade students were matched on the fall OS Text Reading Level measure and then randomly assigned to the treatment or control condition. The secondary analysis presents descriptive statistics and Hedges's d effect size calculations for the total sample and sub-group on each of the subscales of the OS. The analysis for the Text Reading Level measure is calculated for both raw scores and scale scores. The scale scores provide an interval measure that is more appropriate for calculations of effect size (D'Agostino, Rodgers, &amp; Mauck, 2018). The results showed medium to large effects on each of the OS measures for the total groups and severely at-risk subgroup. The appendix includes additional tables for each year of the scale-up, demonstrating replication of these findings over the four independent RCTs. The Institute of Education Sciences (IES, 2016) considers its highest evidence level as &quot;an independent evaluation of a fully-developed education intervention with prior evidence of efficacy, when implemented by the end user under routine conditions&quot; (IES, 2016, p.5). The replication of substantial effects on the ITBS and OS subscales demonstrates the ability of the Reading Recovery network to partner with schools to scale-up and implement an effective early intervention.
Women&apos;s Breast Cancer Consciousness and Sport -- Example of Burdur, Turkey
Author: Sahin, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Cancer,Knowledge Level,Access to Information,Clinical Diagnosis,Eating Habits,Health Education,Athletics,Health Behavior,Screening Tests,Body Composition,Body Weight,Body Height,Drinking,Patients,Age Differences,Physical Examinations,Intervention,Elementary Secondary Education

With the study, titled &quot;Women's Breast Cancer Consciousness and Sport Burdur Example&quot; aimed at the awareness and practice of breast cancer in women at Burdur city center. In our study, descriptive screening and structured interview technique were applied. At the end of the research, regardless of the education level of women, it is determined that awareness of breast cancer is high with the information and guidance received from both health institutions and the media and the people who have previously faced breast cancer, and it is determined that early diagnosis can save life and can beat breast cancer with the least damage. However, this training should be provided by Family Education Centers and Provincial Health Directorates to all women who are aware of the necessity of regular and good eating habits. When we compare the results of our study with other related researches, it was determined that early diagnosis in breast cancer saved lives.
Coaching for Leaders: Why Executives Need Support, Especially in Times of Disruption. White Paper
Author: Keil, Andrew
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Administrator Characteristics,Behavior,Skill Development,Leadership Responsibility,Management Development,Change,Resilience (Psychology),Barriers,Disease Control,Administrator Responsibility,Listening,Questioning Techniques,Accountability,Behavior Modification,Interpersonal Competence,Self Concept,Supervisors,COVID-19

Even in good times, when business is booming and employee engagement is high, executive leaders and senior-level managers face a high level of pressure. Not only are they charged with setting the direction for their organizations, but they must also foster alignment and commitment with their teams so the organization moves forward successfully. But in times of rapid change or disruption to existing business models, the responsibilities of a leader become all the more challenging. It's through these volatile, uncertain, complex, and ambiguous times that inspiring leaders are needed more than ever. Our research suggests that a behavior-based approach to coaching helps leaders find opportunity in the face of great challenge, and integrate key skills into their daily interactions. In turn, executive coaching has a ripple effect, positively impacting the entire organization. This white paper explores why, even in challenging business environments, executive coaching remains important. It explains the benefits of coaching during times of disruption, both for leaders and their teams. And it looks at the reasons why businesses prioritize coaching and rely on it as a tool to carry their organizations into the future.
Investing in Effective School Leadership: How States Are Taking Advantage of Opportunities under ESSA. Policy Brief
Author: Espinoza, Danny
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Leadership Effectiveness,Educational Legislation,Federal Legislation,Elementary Secondary Education,Principals,Leadership Training,Educational Quality,State Policy,Academic Achievement,Administrator Role,Evidence Based Practice,Financial Support,Educational Improvement

Principals are essential to improving student achievement and narrowing persistent achievement gaps between students in underserved communities and their economically advantaged peers. The Every Student Succeeds Act provides opportunities for states to invest in developing and supporting effective school leaders. One such opportunity includes using federal funds to support the recruitment, preparation, and training of high-quality leaders using the optional state set-aside under Title II. To inform state investments, we summarize the evidence about the importance of principals and describe research-based practices in leadership development. Then we outline promising, evidence-based investments in school leadership from submitted and draft ESSA state plans, including states taking advantage of the optional leadership set-aside. Ensuring that all students are in a school with a quality principal requires states to adopt research-based investments that are implemented with fidelity.
Does State Statute Explicitly Reference the Federal Tax Code Regarding Eligible Expenses? 50-State Comparison: 529 Education Savings Plans
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Investment,Higher Education,Parent Financial Contribution,State Policy,Taxes,Tax Credits,Money Management,Educational Finance,Student Financial Aid,Federal State Relationship

The 50-State Comparison on 529 Education Savings Plans provides a national comparison of state policies and activities related to state 529 education savings plans. It focuses on three main categories of state policies related to 529 plans: contributions, withdrawals, and eligible expenses. The information in this resource was gathered from state statutes, regulations, program information on state websites, and program disclosure documents. This document shows information for all states regarding if state statute explicitly references the federal tax code regarding eligible expenses. Of the states with a 529 plan, 46 states and the District of Columbia have state statutes that explicitly references the federal tax code regarding eligible expenses. [View the full &quot;50-State Comparison: 529 Education Savings Plans&quot; here: https://www.ecs.org/50-state-comparison-529-education-savings-plans.]
The Role of Principals in Addressing Teacher Shortages. Research Brief
Author: Learning Policy Institute
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Role,Teacher Shortage,Teacher Persistence,School Culture,Interprofessional Relationship,Educational Quality,Educational Legislation,Elementary Secondary Education,Federal Legislation,Leadership,Teacher Administrator Relationship,Leadership Styles,Faculty Development,Educational Policy

Districts around the country are grappling with teacher shortages. Given that attrition accounts for nearly 90% of the demand for new teachers, strategies that increase teacher retention are particularly important. Principal leadership plays a significant role in teacher turnover. Teachers identify the quality of administrative support as a key factor in decisions to leave a school. In addition, teachers point to the importance of school culture and collegial relationships, time for collaboration, and decision-making input--also areas in which the principal plays a central role. Principals tend to be weaker in high-poverty, low-achieving schools, where principal quality can have an even greater bearing on teacher attrition. Local, state, and federal policymakers have a role to play in recruiting and training principals. The passage of ESSA provides one such opportunity, as local and state policymakers can leverage federal ESSA funding to strengthen principal preparation and development. [The content of this brief draws on findings from &quot;Supporting Principals' Learning: Key Features of Effective Programs&quot; (ED606829); &quot;A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.&quot; (ED606666); and &quot;Solving the Teacher Shortage: How to Attract and Retain Excellent Educators&quot; (ED606767).]
What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students&apos; Algebra I Achievement in Grade 8? REL 2020-023
Author: Klute, Mary
Date: 2020-07-00
Type: Reports - Research
Subjects: Grade 7,Grade 8,Algebra,Mathematics Instruction,Knowledge Level,Mathematics Achievement,English Language Learners,Mathematics Skills,Number Systems,Equations (Mathematics),Middle School Students,Course Selection (Students),Mathematical Concepts,Geometry,Statistics,Probability,Students with Disabilities,Standardized Tests,Scores,Correlation

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational knowledge and skills required for success in advanced math courses. This leaves educators to determine which students are ready for Algebra I in grade 8 and which are not. To inform strategies that address this challenge, this study examined whether student knowledge in five math domains in grade 7 was associated with Algebra I achievement in grade 8. It found that students' scores in all five domains were associated with Algebra I achievement. The &quot;expressions and equations&quot; domain had the strongest association. The association between the &quot;number system&quot; domain and Algebra I achievement was stronger for English learner students than for non English learner students. The associations between the five grade 7 domains and Algebra I achievement did not significantly differ for students who were receiving special education services and those who were not. [For the appendixes, see ED606833; for the study brief, see ED606835; for the study snapshot, see ED606836.]