ethanporcaro/eric-fulltext-meta huggingface dataset:
Parent Leadership and Civic Engagement: Suggestions for the Next Individuals with Disabilities Education Act (IDEA) Reauthorization
Author: Rossetti, Zach
Date: 2020-00-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Parent Participation,Advocacy,Training,Citizen Participation,Parent Attitudes,Ethnic Diversity,Participative Decision Making,Policy Formation,Minority Groups,Individual Characteristics,Special Education,Individualized Education Programs,Educational Finance,Accountability,Faculty Development

Although parent involvement is a cornerstone of the Individuals with Disabilities Education Act (IDEA), few individual parents of children with disabilities participate in civic engagement to voice their suggestions for the next IDEA reauthorization. To address this gap, a civic engagement training was conducted with 95 parents of children with disabilities across four states. At the end of the training, participants completed videotaped testimonials voicing their suggestions for the next IDEA reauthorization. Participant suggestions clustered around three themes: expanding IDEA to address specific concerns; adding text to provide specificity and clarity in IDEA; and implementing the current version of IDEA. Implications for research and policy are discussed. [This paper was published in &quot;Journal of Disability Policy Studies&quot; v31 n2 p99-111 2020.]
Approaching SEL as a Whole-School Effort, Not an Add-On: Lessons from Two Charter Networks
Author: Chu, Lisa
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Charter Schools,Social Emotional Learning,Teaching Methods,Pandemics,COVID-19,Program Implementation,Barriers,Instructional Innovation,Well Being,Program Descriptions,Networks,Administrator Attitudes,Strategic Planning,Social Values,Educational Objectives,Teacher Role,Faculty Development,Instructional Leadership,Holistic Approach,Educational Practices,Kindergarten,Elementary Secondary Education

There is wide recognition that supporting social-emotional learning (SEL) is a critical task for schools as they emerge from the pandemic, but implementation is challenging and SEL programs can easily turn into isolated and disjointed initiatives. When schools treat SEL as an isolated initiative, implementation can be uneven and difficult to support. Other priorities may end up crowding out attention to SEL or creating barriers to implementation and learning. This paper highlights the approach that two innovative charter networks--Uplift Education and Distinctive Schools--took last year to address student well-being and social-emotional development. Above all, their examples suggest that education leaders should commit to weaving their work on SEL into the fabric of their school. They highlight the importance of leveraging shared approaches to SEL, data, and staffing to support SEL schoolwide. Consistent with long-standing advice and research on the importance of a schoolwide approach to SEL, they underscore the importance of integrating SEL into schools and systems at the organizational level.
How to Achieve More Equitable Community College Student Outcomes: Lessons from Six Years of CCRC Research on Guided Pathways. Report
Author: Jenkins, Davis
Date: 2021-09-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Success,Equal Education,Program Design,School Orientation,Remedial Instruction,Academic Support Services,Academic Advising,Instruction,Learning,Access to Information,Student Needs,Student Interests,Guidance

CCRC's 2015 book &quot;Redesigning America's Community Colleges: A Clearer Path to Student Success&quot; catalyzed a national community college reform movement. Since its publication, hundreds of community colleges have sought to implement whole-college reforms using the guided pathways model outlined in the book, either on their own or as part of a national or state initiative. CCRC has studied the adoption, implementation, costs, and effects of these reforms at over 100 colleges and interacted with thousands of practitioners implementing guided pathways through institutes, webinars, and workshops. In the process, CCRC has deepened its understanding of how community colleges can improve students' experiences and outcomes and advance educational equity through guided pathways reforms. This report describes how CCRC's thinking about guided pathways has evolved in five areas: (1) program organization and design; (2) new student onboarding; (3) remediation and academic support; (4) ongoing student advising; and (5) teaching and learning. For each area, the authors discuss what CCRC has learned from studying the implementation of guided pathways at colleges across the country, parts of the model that were underemphasized or mainly theoretical in 2015, and practices that research suggests are critical to achieving more equitable student outcomes and ensuring community colleges' survival in a post-COVID environment. The report concludes by offering high-level recommendations for colleges engaging in guided pathways reforms and identifying next frontiers for guided pathways practice and research.
Exploring Coherence between Swedish Grades and TIMSS 2015. IEA Compass: Briefs in Education. Number 14
Author: Tallberg, Christian
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Achievement Tests,Elementary Secondary Education,Mathematics Tests,Science Achievement,International Assessment,Mathematics Achievement,Science Tests,National Competency Tests,Scores,Grade 8,Grade 9,Correlation,Educational Indicators,Validity,Educational Change,Alignment (Education),Grades (Scholastic)

International large-scale assessments (ILSAs) have become an important part of the Swedish evaluation system. It is therefore of crucial importance to validate national measures of Swedish students' achievement with their ILSA test scores. Here, we offer results from such a validation study based on Swedish students' test scores in IEA's Trends in International Mathematics and Science Study (TIMSS) 2015 in year 8, their final grades at year 9, and their national test grades at year 9. We find there is high consistency between what is measured in TIMSS and what is measured by indicators in the Swedish national assessment system.
Research with Youth of Color in Low-Income Communities: Strategies for Recruiting and Retaining Participants
Author: Mendelson, Tamar
Date: 2020-00-00
Type: Journal Articles
Subjects: Low Income Groups,Urban Youth,Minority Group Students,Recruitment,Persistence,Research Methodology,Gender Differences,Racial Differences,Ethnicity,Attrition (Research Studies),College School Cooperation,Mental Health,Wellness,Health Promotion,Intervention,Grade 8,Early Adolescents,Middle School Students,Public Schools,Grade 9,School Community Relationship

Background: Youth of color from low-income urban communities are crucial participants in research, as their involvement can shape effective, culturally responsive interventions and policy to promote youth health and well-being. These young people, however, are an often-neglected research population, due in part to perceived challenges associated with their inclusion as well as marginalized communities' justifiable mistrust of research. Objectives: Based on our experience conducting a school-based randomized intervention trial in Baltimore, Maryland, we present strategies for conducting research with low-income, urban youth of color. We discuss strategies in three domains: university-community partnership development, participant recruitment, and participant retention. Methods: We reviewed partnership building and recruitment strategies employed by our team across four years of trial implementation and evaluated success of participant retention at our final survey timepoint. Results: Partnership building was facilitated by selection of a study design that maximized benefits for all participants, promotion of capacity building at partner institutions, and attention to research staff hiring and training practices. Effective study recruitment strategies included personal contact with parents and close cooperation between school personnel and study staff. Providing incentives and collecting multiple types of participant contact information contributed to increased retention rates. On average, those who participated in the final survey timepoint were less likely to be male and Latinx and exhibited more favorable baseline mental health than those who did not, suggesting differential attrition based on youth characteristics. Conclusions: Lessons learned from this school-based trial can be applied more broadly to research with low-income urban youth of color. Researchers should strive to maximize scientific rigor, minimize harm to vulnerable adolescents and their communities, promote positive research experiences for young people, and provide concrete benefits to those who participate.
Strengthening Research through Participatory Methods: Partnering with Young People to Study Persistence and Engagement in the Learn and Earn to Achieve Potential Initiative
Author: Wasserman, Kyla
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Educational Research,Participatory Research,Academic Persistence,Learner Engagement,Social Services,Program Evaluation,Research Methodology,Youth Programs,Homeless People,Juvenile Justice

Participatory research--the inclusion in research of members of a group being studied--is based on the idea that advanced degrees are not a requirement for conducting research, and that the people closest to a problem have knowledge that can lead to better, more accurate results. MDRC researchers worked with a group of youth fellows in Learn and Earn to Achieve Potential, an Annie E. Casey Foundation project for young people ages 14 to 25 who have been involved in the child welfare or justice systems or who have experienced homelessness. This brief describes the benefits of the collaboration to the research process, strategies used by the researchers to structure the collaboration, and the challenges they encountered.
Enhancing Teacher Preparation through Clinical Experience. Policy Brief
Author: Francies, Cassidy
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Student Teaching,Preservice Teacher Education,Alternative Teacher Certification,Accreditation (Institutions),Education Work Relationship,Teacher Recruitment,Teacher Persistence,Diversity (Faculty),State Policy,State Legislation

Teacher shortages in some regions, schools and content areas have caused states to consider fast-tracking teachers into the classroom through avenues that include little or no clinical preparation. Teachers who enter the profession through these pathways are less likely to be prepared, less effective and less likely to remain in the profession than teachers who participate in clinical experience training. The impact of underprepared teachers is not distributed evenly, as teachers who lack clinical experience are most likely to be hired in Title I schools and in schools serving students of color. This Policy Brief provides an overview of different clinical preparation models, a summary of key research on the benefits of robust clinical experience for recruiting and retaining an effective teacher workforce, and examples of state-level policies that support high-quality teacher preparation, including how to leverage clinical experience to improve workforce diversity.
The Missing Middle: Reimagining a Future for Tweens, Teens, and Public Media
Author: Bulger, Monica
Date: 2021-00-00
Type: Reports - Research
Subjects: Preadolescents,Adolescents,Mass Media Use,Use Studies,Recreational Activities,Social Media,Computer Oriented Programs,Video Technology,Handheld Devices,Discovery Learning,Friendship,Computer Attitudes,Electronic Learning,Pandemics,COVID-19,Social Isolation,Computer Mediated Communication,Stereotypes,Mass Media Role,Television Viewing

The Joan Ganz Cooney Center and the Corporation for Public Broadcasting have partnered to better understand how young people are engaging with media today in order to help public media better serve Gen Z. As part of our By/With/For Youth: Inspiring Next Gen Public Media Audiences, we spoke with tweens and teens across the U.S. about how they spend their time, what they find interesting, how they find new shows, apps, or videos, what issues are important to them, as well as what misconceptions adults have about youth. We asked them for their advice about what media producers should do if they want to engage with people their age, and how their lives have changed during the pandemic. The report features the voices of a generation of youth who crave authenticity and who want to be more than passive consumers in this rapidly changing media landscape. The participating 10-17-year-olds described how they seamlessly move across platforms and devices depending on their moods, interests, and access to certain kinds of connectivity. In addition, some key highlights from the research are: (1) video dominates youths' media experiences, for everything from entertainment to connecting with friends; (2) in terms of discovery, social media, search, and recommendations are paramount; (3) while tweens and teens were grateful for digital media to help maintain connections with friends and family, many expressed eventually reaching a state of boredom with technology; (4) online learning has been difficult for some youth during the pandemic; (5) tweens and teens are accustomed to having a great deal of control in how, when, and where they express themselves online; (6) youth want to see kids like them in and participating in the development of programming; (7) youth often had difficulty discerning fact from fiction; and (8) youth want to see content that addresses the everyday challenges that they face. By featuring the voices of young people, the report aims to help public media stakeholders better understand this creative and savvy audience in order to better serve their needs.
Multicultural Classroom. Designing Activities with Roma Children
Author: Papasotiri, Garifalia
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Cultural Pluralism,Multicultural Education,Minority Group Students,Migrants,Foreign Countries,Instructional Design,Learning Activities,Children,Language Acquisition,Social Development,Cognitive Development,Imagination,Creativity,Cultural Background,Play,Creative Development,Elementary School Students

The mobility of peoples and their settlement in our country has created a new dynamic in dealing with population groups with particular linguistic, cultural and social characteristics. At the same time, it brought to the fore the case of the Roma, who have been active in Greece for decades without being fully integrated into the social and educational context of the country. School is an important mechanism for participation in educational, social and cultural capital while preserving their own cultural heritage. The purpose of this study is to design and shape educational activities and general cognitive and social culture in a school with pure Roma children, so that learning takes place through playful processes that contribute to linguistic, social, cognitive development, the cultivation of imagination and creativity, as well as the awareness of the cultural heritage of these children and the way they perceive and process the world.
Factors That Influenced Adoption of a School-Based Trauma-Informed Universal Mental Health Intervention
Author: Arnold, Kimberly T.
Date: 2020-07-24
Type: Reports - Research
Subjects: Intervention,Mental Health,Prevention,School Health Services,Trauma,Urban Schools,Public Schools,Metacognition,Clubs,Grade 8,Program Effectiveness,Coping,Financial Support,Barriers,Early Adolescents,Administrator Attitudes,Context Effect

We know little about why school administrators choose to adopt preventive mental health interventions within the context of school-based prevention trials. This study used a qualitative multiple-case study design to identify factors that influenced the adoption of a trauma-informed universal intervention by urban public school administrators during an efficacy trial. Semi- structured interviews were conducted with 15 school administrators who adopted a trauma-informed mindfulness intervention called RAP (Relax, be Aware, and do a Personal Rating) Club as part of their participation in a school-based trial with eighth graders. Findings indicated that administrators adopted RAP Club to provide support for students affected by trauma and prevent students from engaging in unhealthy coping behaviors. Examples of contextual factors that contributed to adoption included a lack of trauma-informed mental health programs within schools, inadequate district funding for preventive school mental health services, and the perceived benefits of engaging in a university-community partnership. The study's findings suggest strategies to increase school program adoption in the context of research and, more broadly, for implementation science. [This is the online first version of an article published in &quot;Prevention Science.&quot;]
Comparing Special Education Experiences among Spanish- and English-Speaking Parents of Children with Disabilities
Author: Burke, Meghan M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Spanish Speaking,English,Barriers,Students with Disabilities,Parent Participation,Participative Decision Making,Educational Legislation,Equal Education,Federal Legislation,Parent Attitudes,Access to Education,Educational Quality,Interpersonal Communication,Power Structure,Special Education,Teacher Competencies,Empowerment

Due to systemic barriers, Spanish-speaking (versus English-speaking) parents of children with disabilities are less likely to participate in educational decision-making. However, little research has directly compared special education experiences between both populations. The purpose of this study was to explore the differences and similarities between Spanish-speaking (n = 12) and English-speaking (n = 44) parents of children with disabilities. Specifically, six focus groups were conducted in either English or Spanish in two states. There were three main findings: exacerbated negative experiences (e.g., disempowerment and lack of teacher knowledge) for Spanish-speaking (versus English-speaking) parents, unique communication barriers among Spanish-speaking families and shared barriers among English- and Spanish-speaking parents. Implications for research and practice are discussed. [This paper was published in &quot;Journal of Developmental and Physical Disabilities&quot; v33 n1 p117-135 2021.]
The Implementation and Outcomes of Lesson Study in Community College Mathematics. Report
Author: Bickerstaff, Susan
Date: 2021-10-00
Type: Reports - Research
Subjects: Lesson Plans,Teaching Methods,Mathematics Instruction,Mathematics Teachers,Mathematics Achievement,College Faculty,Teacher Attitudes,Administrator Attitudes,Remedial Instruction,Teacher Collaboration,Two Year College Students,Teacher Surveys,Likert Scales,Outcomes of Education,Faculty Development,Community Colleges,Educational Change,Learning Processes,Teacher Characteristics,Comparative Analysis,Grades (Scholastic)

This report describes a project undertaken by CCRC, Education Northwest, and three community colleges in Oregon to adapt lesson study for use among faculty teaching a precollege (developmental) quantitative literacy course. Lesson study is a collaborative professional development approach that has been implemented among K-12 mathematics teachers with promising results for both teachers and students. There has been limited research on its application in higher education. The authors discuss findings from a mixed-method study of the adapted model's implementation among faculty in the community colleges as well as limited findings on student learning and progression in developmental mathematics. Data sources for the study include interviews with participating faculty and college administrators, a survey of all mathematics faculty at the three colleges, observations of lesson study activities, an assessment of student learning, and administrative data. Although lesson study is different from typical professional development available in community colleges, faculty at the colleges were able to implement lesson study successfully. Participants largely enjoyed their lesson study experience, particularly its focus on improving mathematics pedagogy and the opportunities it provided for intensive and productive collaboration. And faculty adopted new teaching practices as a result of their participation in lesson study. Owing to study design and time limitations, the authors were not able to rigorously evaluate lesson study's impact on student outcomes. Drawing on qualitative analysis, they present a theory of change for lesson study and offer suggestions for future research that could assess the impacts of lesson study on student learning and outcomes in community colleges. [For the appendices, see ED615173.]
The Assessment of Learning Infrastructure (ALI): The Theory, Practice, and Scalability of Automated Assessment
Author: Ostrow, Korinn S.
Date: 2016-04-00
Type: Reports - Research
Subjects: Learning Analytics,Technology Uses in Education,Randomized Controlled Trials,Automation,Individualized Instruction,Measurement,Standards,Educational Benefits,Electronic Learning,Authentic Learning,Educational Research,Homework

Researchers invested in K-12 education struggle not just to enhance pedagogy, curriculum, and student engagement, but also to harness the power of technology in ways that will optimize learning. Online learning platforms offer a powerful environment for educational research at scale. The present work details the creation of an automated system designed to provide researchers with insights regarding data logged from randomized controlled experiments conducted within the ASSISTments TestBed. The Assessment of Learning Infrastructure (ALI) builds upon existing technologies to foster a symbiotic relationship beneficial to students, researchers, the platform and its content, and the learning analytics community. ALI is a sophisticated automated reporting system that provides an overview of sample distributions and basic analyses for researchers to consider when assessing their data. ALI's benefits can also be felt at scale through analyses that crosscut multiple studies to drive iterative platform improvements while promoting personalized learning. [This paper was published in: &quot;LAK '16: Proceedings of the Sixth International Conference on Learning Analytics &amp; Knowledge,&quot; (pp. 279-288).]
The Implementation and Outcomes of Lesson Study in Community College Mathematics. Appendices A, B, C, and D
Author: Bickerstaff, Susan
Date: 2021-10-00
Type: Reports - Research
Subjects: Community Colleges,Mathematics Instruction,Lesson Plans,Outcomes of Education,Remedial Instruction,Faculty Development,College Faculty,Mathematics Teachers,Teacher Collaboration,Teacher Attitudes,Administrator Attitudes,Teaching Methods,Communities of Practice,Likert Scales,Age Groups,Two Year College Students,Mathematics Achievement,Race,Student Characteristics,Grades (Scholastic),Comparative Analysis

These are the appendices for the report, &quot;The Implementation and Outcomes of Lesson Study in Community College Mathematics.&quot; The report describes a project undertaken by Community College Research Center (CCRC), Education Northwest, and three community colleges in Oregon to adapt lesson study for use among faculty teaching a precollege (developmental) quantitative literacy course. Lesson study is a collaborative professional development approach that has been implemented among K-12 mathematics teachers with promising results for both teachers and students. There are four appendices in the document. [For the full report, see ED615171.]