ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Concrete Experiences in Early Childhood Mathematics Instruction
Author: Baroody, Arthur J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematics Skills,Knowledge Level,Early Childhood Education,Cognitive Psychology,Manipulative Materials,Mathematical Concepts,Concept Formation,Educational Games,Addition,Subtraction,Word Problems (Mathematics),Computer Assisted Instruction,Computer Games,Experience

Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational experience. Such experiences are worthwhile &quot;if&quot; they target and further learning (e.g., help children extend their informal knowledge or use their informal knowledge to understand and learn formal knowledge). A crucial guideline for the effective use of concrete experience is Dewey's principle of interaction--external factors (e.g., instructional activities) need to mesh with internal factors (readiness, interest). Cognitive views of concrete materials, such as the cognitive alignment perspective and dual-representation hypothesis, provide useful guidance about external factors but do not adequately take into account internal factors and their interaction with external factors. Research on the effectiveness of concrete experience is inconclusive because it frequently overlooks internal factors.
Online Administration of the Test of Narrative Language--Second Edition: Psychometrics and Considerations for Remote Assessment
Author: Magimairaj, Beula M.
Date: 2022-04-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Language Tests,Story Telling,Language Impairments,Children,Psychometrics,Diagnostic Tests,At Risk Students,Test Reliability,Interrater Reliability,Test Validity,Videoconferencing,Narration,Reading Comprehension,Scoring,Error of Measurement,Goodness of Fit,Correlation

Purpose: Our aim was to evaluate the psychometric properties of the online administered format of the Test of Narrative Language--Second Edition (TNL-2; Gillam &amp; Pearson, 2017), given the importance of assessing children's narrative ability and considerable absence of psychometric studies of spoken language assessments administered online. Method: The TNL-2 was administered to 357 school-age children at risk for language and literacy difficulties as part of a randomized controlled trial, across three annual cohorts, at three time points (pretest, posttest, and 5-month follow-up). Cohort 3 students were tested using an online format at posttest and at follow-up. We compared the Cronbach's alpha internal consistency reliability of the TNL-2 online testing scores with in-person scores from TNL-2 normative data and Cohort 3 in-person testing at pretest, and interrater reliability for Cohort 3 across test points. In addition, we examined measurement invariance across test occasions and the criterion validity of the TNL-2, the latter based on its correlations with narrative sample measures (Mean Length of Utterance in words and the Monitoring Indicators of Scholarly Language rubric). Results: Internal consistency reliability, interrater reliability, and measurement invariance analyses of the online and in-person administration of the TNL-2 yielded similar outcomes. The criterion validity of the TNL-2 was found to be good. Conclusions: TNL-2 psychometric properties from online administration were generally in the &quot;good&quot; range and were not significantly different from in-person testing. When administered online using standardized procedures, the TNL-2 is valid and reliable for use in assessing narrative language proficiency in school-age children at risk for language and learning difficulties.
Implementing a Federal Student-Level Data Network (Part III): Insights from Financial Aid Experts
Author: Isaac, James
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: College Students,Information Networks,Federal Programs,Higher Education,Student Financial Aid,Student Characteristics,Data Collection,Federal Aid,College Role,Data Use,Outcomes of Education

We cannot continue to ask students -- and their families -- to make one of the largest and most important investments of their lives without clearer information about what their time and money will yield. Fortunately, support is broad across the country and across the political spectrum for a federal student-level data network (SLDN), which would streamline data reporting and answer key questions about students' postsecondary outcomes. Anticipating the questions that would fall to the U.S. Department of Education's National Center for Education Statistics (NCES) to answer in building and maintaining an SLDN, RTI International (RTI), a nonprofit research institute, joined IHEP, the leader of the Postsecondary Data Collaborative, both acting in an independent capacity to host a series of expert convenings to outline issues surrounding the SLDN's construction and implementation. &quot;Implementing a Student-Level Data Network (Part III): Insights from Financial Aid Experts&quot; is the third brief in the series emerging from those convenings to support the modernization of our postsecondary data infrastructure. The is based on individual conversations with 20 experts and a convening of 9 expert panelists from diverse institutional backgrounds, all with extensive experience in financial aid data and policy. Today's brief shares expert insights on data elements, institutional burden, timing of reporting, and use of data. [For Part II, &quot;Insights from Institutional Representatives,&quot; see ED612952.]
District-Level Strategies to Improve Students&apos; Sense of Belonging in School. Solutions for Educational Equity through Social and Emotional Well-Being
Author: Grossman, Jean B.
Date: 2022-05-00
Type: Reports - Research
Subjects: School Districts,Educational Practices,Sense of Community,Social Emotional Learning,Administrator Surveys,Inclusion,Partnerships in Education,School Community Relationship,Intervention,Positive Behavior Supports,Administrator Attitudes,Educational Administration,Elementary Secondary Education,Faculty Development

The COVID-19 pandemic has shown that when students' social and emotional well-being are poor, their engagement in instruction is profoundly affected. That revelation and the national mobilization for social justice sparked in 2020 have heightened public awareness is heightened that inequitable structures and policies--in school and out--have been harming the well-being of many of our nation's students even before the pandemic. Now more than ever, educators and families understand that in order to fully engage students, schools need to be healing places where all students feel valued and a part of the community. This brief is about supportive and inclusive strategies that school systems are using to increase all students' social and emotional well-being, particularly their sense of school belonging and connectedness: giving students more voice and choice, improving school climate through support services for all, providing students with targeted forms of support when needed, replacing exclusionary practices with &quot;restorative&quot; ones, and nurturing trust between students and the adults in schools. In each area, the brief examines the research supporting these practices, then provides concrete examples of practices being implemented in one of three districts that are taking a district-wide approach to improve educational equity.
2022 ArtScan at a Glance: Highlighting State Arts Education Policies
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Art Education,Educational Policy,State Policy,Core Curriculum,Early Childhood Education,Elementary Secondary Education,Graduation Requirements,Certification

ArtScan at a Glance summarizes state policies for arts education identified in statute or administrative code for all 50 states, plus the District of Columbia and the Department of Defense Education Activity. Information is based on a comprehensive search of state education statute and codes on each state's relevant websites.
Increasing Women&apos;s Representation in School Leadership: A Promising Path towards Improving Learning
Author: Bergmann, Jessica
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Women Administrators,Disproportionate Representation,Gender Bias,Equal Opportunities (Jobs),Correlation,Academic Achievement,Leadership Styles,Elementary Secondary Education,Foreign Countries,Barriers,Cultural Influences,Social Influences

Emerging evidence shows a positive association between women school leaders and student performance. Some studies suggest women school leaders are more likely than their male counterparts to adopt effective management practices that may contribute to improved outcomes. However, women remain largely underrepresented in school leadership positions, particularly in low- and middle-income countries. This brief presents emerging insights on the association between women school leaders and education outcomes and draws attention to women's underrepresentation in school leadership roles. It highlights the need for further research on gender and school leadership to identify policies and practices that can be implemented to increase women's representation and scale high-quality management practices adopted by women leaders to more schools to improve education outcomes for all children. [The development of this brief was a collaborative effort with the Gender at the Centre Initiative (GCI), led by International Institute for Educational Planning-UNESCO Dakar and the UN Girls' Education Initiative.]
Foundational Literacy and Numeracy in Rural Afghanistan: Findings from a Baseline Learning Assessment of Accelerated Learning Centres
Author: Kan, Sophia
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Rural Areas,Numeracy,Literacy,Access to Education,Community Education,Out of School Youth,Educational Improvement,Academic Achievement,Females,Elementary Education,Reading Skills,Mathematics Skills,Gender Differences,COVID-19,Pandemics,School Closing,Teacher Shortage,Instructional Materials,Parent Participation,Teacher Education,Elementary School Students,Institutional Characteristics,Student Characteristics,Teacher Characteristics,Distance Education

In Afghanistan, 93% of children cannot read a simple text by the age of 10. Education is not available to everyone, especially for girls and children in remote areas. A form of community-based education, called Accelerated Learning Centers (ALCs), can help close the distance barrier and meet the needs of out-of-school children and girls. In May 2021, an assessment of foundational literacy and numeracy skills of ALC students and nearby government school students was conducted. Results show that children at ALCs are learning at similar levels or better compared with children who attend government schools. This report provides insight into practices to improve education in rural areas in Afghanistan.
State Overviews. 50-State Comparison: Postsecondary Governance Structures
Author: Education Commission of the States (ECS)
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Governance,Governing Boards,Educational Policy,State Policy,School Administration,Student Financial Aid Officers,Advisory Committees

This document is part of the &quot;50-State Comparison: Postsecondary Governance Structures,&quot; which provides a comprehensive summary of the various entities that make up postsecondary governance ecosystems in each state and the District of Columbia. This document provides an overview of each state's postsecondary governance structures. [View the full &quot;50-State Comparison: State Postsecondary Governance Structures&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-governance-structures.]
Single Statewide Coordinating Board/Agency or Governing Board and State Postsecondary Governance Models. 50-State Comparison: Postsecondary Governance Structures
Author: Education Commission of the States (ECS)
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Governance,Governing Boards,Educational Policy,State Policy

This document is part of the &quot;50-State Comparison: Postsecondary Governance Structures,&quot; which provides a comprehensive summary of the various entities that make up postsecondary governance ecosystems in each state and the District of Columbia. This document shows which states have a single statewide coordinating board/agency or governing board. If statewide boards do not exist, then information is provided for major systemwide coordinating and governing boards. [View the full &quot;50-State Comparison: State Postsecondary Governance Structures&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-governance-structures.]
Statewide and Major Postsecondary System Coordinating and Governing Boards. 50-State Comparison: Postsecondary Governance Structures
Author: Education Commission of the States (ECS)
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Governance,Governing Boards,Educational Policy,State Policy,School Administration,Student Financial Aid Officers,Advisory Committees

This document is part of the &quot;50-State Comparison: Postsecondary Governance Structures,&quot; which provides a comprehensive summary of the various entities that make up postsecondary governance ecosystems in each state and the District of Columbia. This document provides the following information regarding the statewide and major postsecondary system coordinating and governing boards for each state: (1) entity name; (2) entity function; (3) scope of authority; (4) legal authority; (5) type of institutions; (6) primary responsibilities; (7) budge role for institutions; (8) new academic program role; (9) appointing authority of higher education executive officer; (10) number of board members voting/non-voting; (11) number of board members elected; (12) board member composition and selection; (13) do institutions governed by system boards have individual governing boards; (14) type of institutions with individual governing boards; (15) type of institutions without individual governing boards; (16) general notes; (17) website links; and (18) citations. [View the full &quot;50-State Comparison: State Postsecondary Governance Structures&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-governance-structures.]
Overview of Research Project: Assistive Technology in Humanitarian Settings
Author: Wood, Gavin
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Assistive Technology,Disabilities,Children,Barriers,Foreign Countries,At Risk Persons,Civil Rights,Access to Information,Access to Health Care,Agency Role,International Organizations,Government Role,Conflict,COVID-19,Pandemics,Social Bias,Resources,Financial Support,Donors,Nongovernmental Organizations,Public Policy

There are 240 million children with disabilities in the world; half of them are out of school. Many are invisible, stigmatized, hidden by their families and abandoned by their governments. Children with disabilities, especially in humanitarian settings, are among the poorest members of the population and one of the most marginalized and excluded groups in society. With only an estimated 1 in 10 children with a need for assistive devices having access, UNICEF's Office of Research -- Innocenti undertook a study to better understand the nature and drivers of Assistive Technology (AT) access in humanitarian settings. This document provides a synthesis of the project's various reports and papers: (1) a thematic literature review summarizes the academic evidence base regarding the provision of AT in humanitarian settings, including the nature and scale of provision and barriers and facilitators of access and provision; and (2) three case studies of countries affected by crisis to triangulate the findings of the literature review and fill identified knowledge gaps with real-world examples: Afghanistan, South Sudan, and the State of Palestine. [For the literature review, see ED620416. For the Afghanistan and South Sudan case studies, see ED620403 and ED620415, respectively.]
Agencies and System Offices Affiliated with Coordinating and Governing Boards. 50-State Comparison: Postsecondary Governance Structures
Author: Education Commission of the States (ECS)
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Governance,Governing Boards,Educational Policy,State Policy,School Administration

This document is part of the &quot;50-State Comparison: Postsecondary Governance Structures,&quot; which provides a comprehensive summary of the various entities that make up postsecondary governance ecosystems in each state and the District of Columbia. This document provides the following information regarding agencies and system offices affiliated with coordinating and governing boards for each state: (1) entity name; (2) entity function; (3) type of institutions; and (4) website links. [View the full &quot;50-State Comparison: State Postsecondary Governance Structures&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-governance-structures.]
Administrative and Advisory Entities. 50-State Comparison: Postsecondary Governance Structures
Author: Education Commission of the States (ECS)
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Governance,Governing Boards,Educational Policy,State Policy,School Administration,Advisory Committees,Student Financial Aid Officers

This document is part of the &quot;50-State Comparison: Postsecondary Governance Structures,&quot; which provides a comprehensive summary of the various entities that make up postsecondary governance ecosystems in each state and the District of Columbia. This document provides the following information regarding administrative and advisory entities for each state: (1) entity name; (2) entity function; (3) type of institutions; (4) primary responsibilities; (5) appointing authority of higher education executive officer; (6) general notes; (7) website links; and (8) citations. [View the full &quot;50-State Comparison: State Postsecondary Governance Structures&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-governance-structures.]
Other Postsecondary System and Multi-Campus Boards. 50-State Comparison: Postsecondary Governance Structures
Author: Education Commission of the States (ECS)
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Governance,Governing Boards,Educational Policy,State Policy,School Administration

This document is part of the &quot;50-State Comparison: Postsecondary Governance Structures,&quot; which provides a comprehensive summary of the various entities that make up postsecondary governance ecosystems in each state and the District of Columbia. This document provides the following information regarding other postsecondary system and multi-campus boards for each state: (1) entity name; (2) entity function; (3) type of institutions; and (4) general notes. [View the full &quot;50-State Comparison: State Postsecondary Governance Structures&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-governance-structures.]
Membership Organizations. 50-State Comparison: Postsecondary Governance Structures
Author: Education Commission of the States (ECS)
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Governance,Governing Boards,Educational Policy,State Policy,Group Membership

This document is part of the &quot;50-State Comparison: Postsecondary Governance Structures,&quot; which provides a comprehensive summary of the various entities that make up postsecondary governance ecosystems in each state and the District of Columbia. This document provides the following information regarding membership organizations for each state: (1) entity name; (2) entity function; (3) type of institutions; and (4) website links. [View the full &quot;50-State Comparison: State Postsecondary Governance Structures&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-governance-structures.]
All Data Points. 50-State Comparison: Postsecondary Governance Structures
Author: Education Commission of the States (ECS)
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Governance,Governing Boards,Educational Policy,State Policy,School Administration,Student Financial Aid Officers,Advisory Committees

This document contains all of the data points of the &quot;50-State Comparison: Postsecondary Governance Structures,&quot; which provides a comprehensive summary of the various entities that make up postsecondary governance ecosystems in each state and the District of Columbia. This document provides the following information for each state: (1) single statewide coordinating board/agency or governing board; (2) governance model; (3) entity name; (4) entity function; (5) scope of authority; (6) legal authority; (7) type of institutions; (8) primary responsibilities; (9) budge role for institutions; (10) new academic program role; (11) appointing authority of higher education executive officer; (12) number of board members voting/non-voting; (13) number of board members appointed based on role or selected; (14) number of board members elected; (15) board member composition and selection; (16) do institutions governed by system boards have individual governing boards; (17) type of institutions with individual governing boards; (18) type of institutions without individual governing boards; (19) general notes; (20) website links; and (21) citations. [View the full &quot;50-State Comparison: State Postsecondary Governance Structures&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-governance-structures.]
Barriers and Facilitators to Providing Assistive Technologies to Children with Disabilities in Afghanistan
Author: Whittaker, Golnaz
Date: 2022-02-00
Type: Reports - Research
Subjects: Foreign Countries,Barriers,Assistive Technology,Disabilities,Nongovernmental Organizations,Government Role,Social Values,Incidence,Children,Adults,International Organizations,Proximity,Poverty,Social Bias,Donors,Agency Role,Civil Rights,Access to Health Care,Rehabilitation,COVID-19,Pandemics,Conflict,War

Due to the impacts of the ongoing conflict, Afghanistan's child population is at high risk of being born with or acquiring a primary or secondary disability. According to a recent estimate, up to 17% of Afghanistan's children live with some form of disability. Assistive Technologies -- the systems, services and products that enhance the functioning of people with impairments -- are likely to be required by a large proportion of children with disabilities in Afghanistan. Afghanistan has signed and ratified the United Nations Convention on the Rights of Persons with Disabilities, which includes a commitment to provide assistive technologies equitably to all who need it. However, little action has been taken to meet this commitment, and there continues to be a vast gap between need and provision. This work presents the the barriers and facilitators to provision and provides recommendations to begin to close the gap.