ethanporcaro/eric-fulltext-meta huggingface dataset:
PIRLS 2016 in Northern Ireland: Executive Summary
Author: National Foundation for Educational Research (NFER) (United Kingdom)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Achievement Tests,International Assessment,Grade 4,Reading Achievement,Reading Tests,Cultural Differences,Gender Differences,Reading Skills,Reading Comprehension,Student Attitudes,Learner Engagement,Reading Instruction,Principals,Elementary School Teachers,Elementary School Students,Educational Attainment,Teacher Competencies,Faculty Development,Job Satisfaction,Educational Resources,School Libraries,Instructional Materials,Educational Environment,School Culture,School Safety,Discipline Problems,Bullying,Student Behavior,Behavior Problems,Curriculum,Learning Activities,Student Characteristics,Family Environment,Parent Attitudes

This summary accompanies the national report for Northern Ireland (Sizmur et al., 2017). It outlines the attainment of Year 6 pupils in Northern Ireland in the Progress in International Reading Literacy Study (PIRLS) 2016 survey and explores the context of that attainment. PIRLS is a study of reading at ages 9-10 and has a five-yearly cycle. Northern Ireland took part in PIRLS for the first time in 2011 so comparisons can be made between cycles where appropriate. The report compares performance in Northern Ireland with that of the six comparator countries: (1) Canada; (2) England; (3) New Zealand; (4) Poland; (5) Republic of Ireland; and (6) Singapore. This summary presents selected findings. [For the full report, &quot;PIRLS 2016 in Northern Ireland: Reading Achievement,&quot; see ED590516.]
Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systems. CompetencyWorks Report
Author: Casey, Katherine
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Models,Educational Research,Educational Practices,Program Descriptions,Program Implementation,Educational Quality,Equal Education,Academic Achievement,Mastery Learning,Best Practices,Educational Assessment,Educational Improvement,Educational Environment

Competency-based education, also referred to as mastery-based, proficiency-based or performance-based education, is a system of education designed to equitably ensure all students develop the success skills they will need for college, career and life. Competency-based education is gaining momentum and visibility. Districts and schools turn to competency-based education for different reasons: to develop globally competitive graduates, to design schools that promote what is best for students, to achieve greater equity, to create a system of continuous improvement and learning, and to foster deeper learning. At the National Summit on K-12 Competency-Based Education in 2017, researchers and practitioners recommended that a logic model be developed to catalyze a shared understanding of competency-based education. In response to this recommendation, the framework and logic models provided in this paper seek to describe a fully developed competency-based education system. They draw upon multiple bodies of research literature, as well as input from local and national practitioners in the field of competency education. The picture of competency-based education described here is of a fully implemented high-quality system. It is aspirational, as it describes a state that most systems have not yet attained. It is also real, as it is grounded in bodies of knowledge that show why implementing competency-based education with quality can lead to greater educational equity.
Meeting Students Where They Are. CompetencyWorks Final Paper
Author: Rudenstine, Antonia
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Educational Strategies,Best Practices,Educational Change,Academic Ability,Developmentally Appropriate Practices,Student Educational Objectives,Teacher Student Relationship,Caring,Student Centered Learning,Learner Engagement,Instructional Design,Culturally Relevant Education,Access to Education,College Readiness,Career Readiness,Individualized Instruction,Flexible Scheduling

At the heart of a mature competency-based learning system lies a fundamental commitment to meeting all students where they are. This monograph explores three driving questions that open the door to a discussion of the relational, pedagogical and structural dimensions of meeting students where they are: (1) How do we know where students are? (2) What do we do, once we know? (3) Which strategies help us navigate systemic constraints? The purpose of this report is to provide district- and school-level educators with access to current research, new paradigms, and emerging best practices -- all of which are still in nascent stages of development. In the final section of this paper, &quot;Charting the Course,&quot; the authors offer a discussion of the implications for systemic changes that must be addressed if we are to transform the system from one of sorting and labeling, to one where deep learning and discovery are available to all students. [This paper was produced with reDesign.]
Using ePortfolio to Document and Deepen the Impact of HIPs on Learning Dispositions. Occasional Paper #32
Author: Kuh, George D.
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Portfolios (Background Materials),Electronic Publishing,Educational Practices,Cognitive Style,Intelligence,Interpersonal Competence,Communities of Practice,Service Learning,Student Research,Resilience (Psychology),Self Control,Reflection,Undergraduate Students,Outcomes of Education

There is growing awareness of the importance of dispositional attributes to effective performance, both during college and in the workplace. In this paper, we examine multiple facets of dispositional learning such as fluid intelligence and interpersonal and intrapersonal competencies, and explain why participation in well-designed high-impact practices (HIPs)--activities such as learning communities, service learning, undergraduate research, and community engagement--can help students cultivate conscientiousness, resilience, self-regulation, reflection and other learning dispositions. In addition, we demonstrate how and why the use of ePortfolio practice can extend, deepen, and document the impact of HIPs on these essential but often overlooked and difficult-to-measure attributes.
A Targeted Study of Gaming and Simulation Projects in DR K-12
Author: Natarajan, Uma
Date: 2014-03-00
Type: Reports - Research
Subjects: Elementary Secondary Education,STEM Education,Educational Technology,Technology Uses in Education,Computer Simulation,Educational Games,Educational Resources,Research and Development,Educational Innovation,Teaching Methods,Program Development,Intellectual Disciplines

The National Science Foundation's (NSF) DR K-12 program seeks to enhance the teaching and learning of STEM in K-12 education by funding the &quot;development, testing, deployment, effectiveness, and/or scale-up of innovative resources, models, and tools&quot; in STEM areas. This work takes on many forms, including computer games and simulations. With the growing attention to these types of educational technologies, the Community for Advancing Discovery Research in Education (CADRE) conducted a brief targeted study to better understand the gaming and simulation research and development work being funded within the NSF's DR K-12 program and to highlight work that may help fill the gaps identified by the National Research Council (NRC). This document describes a set of innovative projects that include a gaming or simulation component from the NSF's DR K-12 program. It begins with a description of the methodology used in this targeted study, and then describes findings related to the targeted users, educational resources developed for users, research methods, and sustainability. The conceptual base for this study was guided by the NRC report, &quot;Learning Science through Computer Games and Simulations&quot; (ED536473), along with suggestions from active DR K-12 principal investigators (PIs) in this field. CADRE asked PIs of existing projects funded in prior years to provide project updates in the form of annual reports, project publications, and other information about their plans, activities, and achievements. The final sample consisted of 33 funded projects that included a significant gaming or simulation component and/or directly address gaming or simulation for K-12 STEM learning. The gaming portfolio included projects working in pre-k through high school, with most projects working at the elementary, middle, and high school levels.
Reaching the Tipping Point: Insights on Advancing Competency Education in New England. CompetencyWorks Report
Author: Sturgis, Chris
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Competency Based Education,State Policy,Educational Policy,Student Certification,Educational Strategies,Equal Education,Scaling,Sustainability,School Districts,Case Studies,Educational Change,Student Centered Learning,Educational Benefits,Accountability,Models

In the upper northeast corner of the United States, the commitment to competency education has grown so strong that entire states are embracing it through high-leverage comprehensive policies. Of the six New England states -- Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont -- four have established comprehensive state policies that seek 100 percent of districts to offer competency-based diplomas; one has created a permissive policy so that any district that wants to can become competency-based without expectation that they do so; and only one, Massachusetts, continues to stay the course despite the obstacles created by the traditional time-based system. In the first section of this paper, the core concepts of competency education will be introduced. In the next section, the author looks at the question of why and how the region of New England, with some of the most high-achieving education systems, has embraced competency education. The third section seeks to glean insights from across the states. The final section provides an early analysis about the impact of state strategies toward quality and equity, scaling, and sustainability. In the appendix, readers will find a synopsis of each state strategy, complemented by short case studies of districts and schools.
Tuning Impact Study: Developing Faculty Consensus to Strengthen Student Learning
Author: Marshall, David W.
Date: 2017-12-00
Type: Reports - Research
Subjects: Academic Degrees,Educational Objectives,Program Effectiveness,College Faculty,Intercollegiate Cooperation,Student Centered Learning,School Business Relationship,Alignment (Education),Educational Change,Transfer Programs,Educational Assessment,Misconceptions,College Curriculum,College Students,Employers

Tuning is a bottom-up, faculty-led process which leads to the creation of a discipline-specific learning outcome document along with a degree profile that is used to communicate the value of a particular degree to a variety of audiences including students, employers, policy makers, and the general public. Tuning, introduced in the United States in 2009, involves a five-part process to develop a discipline core: defining the discipline core, mapping career pathways, consulting stakeholders, honing core competencies and learning outcomes, and implementing results locally and writing degree specifications. In contrast to the description of the process of Tuning outlined in the Tuning process report (Marshall, 2017), this study presents the outcomes from the work of Tuning in the United States from 2009-2016. The findings in this report emerge from a review of interviews, surveys, institutional activity reports, grantee interim and final reports, project evaluation reports, observations of project meetings, conference presentations, journals, and materials developed from the Tuning process. This Tuning impact study explores the intended outcomes of Tuning as well as the assumptions behind the benefits of engaging in the Tuning process. The five sections of this report present the findings of the Tuning impact study addressing reaching consensus, fostering faculty-led cross-institution discussions, learning-focused transfer and pathway conversations, expanded conversations on educational redesign and assessment, and student focused and employer engagement. The report concludes with a review of common misconceptions and challenges as well as final thoughts.
Assessment and Accreditation: An Imperiled Symbiosis. Occasional Paper #33
Author: Gaston, Paul L.
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Accreditation (Institutions),Educational Assessment,Change Strategies,Standards,Institutional Evaluation,Evaluation,Educational Quality,Accountability,Quality Assurance

This report reviews the accomplishments of higher education accreditation relative to its symbiotic relationship with assessment, acknowledges serious criticisms and proposed reforms, and indicates how accreditation might reform itself so as to disarm calls for radical change, improve its performance, strengthen the institutions and programs it serves, and enhance public understanding of and appreciation for higher education.
The Ladder and the Mattresses: Ways to Think and Talk about Art in the Classroom
Author: Julian, June
Date: 1998-10-00
Type: Reports - Descriptive
Subjects: Art Education,Phenomenology,Art Criticism,Theories,Art Products

Using exercises based on the stacked mattresses image from the tale of &quot;The Princess and the Pea,&quot; combined with Ecker and Kaelin's Aesthetic Inquiry ladder schematic, will help art educators schematize their thinking and talking about art in the classroom. Whether by selecting phenomenology or another philosophical method for navigating through the levels of aesthetic discourse: criticism, meta-criticism, theory, or meta-theory, this paper illustrates how an artist educator always has the option of utilizing studio practice at each of those spatial positions. This is how new generations of thoughtful art objects and events are born, and how the cycle of aesthetic discourse itself is renewed.
Examining the Validity and Reliability of a University&apos;s Teacher Performance Assessment (TPA)
Author: Klecker, Beverly M.
Date: 2018-11-07
Type: Speeches/Meeting Papers
Subjects: College Faculty,Teacher Evaluation,Performance Based Assessment,Test Validity,Test Reliability,Criterion Referenced Tests,Factor Analysis,Interrater Reliability

The Council for the Accreditation of Educator Preparation Programs (CAEP), required evidence of reliability and validity of measures used in a university's Educator Preparation Program (EPP). This paper describes processes that provided this evidence for the Teacher Performance Assessment (TPA). Literature examined included Messick (1989), Linn (1980). The TPA, a state-wide requirement, was introduced early in the university's EPP. Components were taught throughout coursework and clinical practice. Rubrics were aligned with Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers (CCSSO, 2017). Candidates were introduced to the TPA and rubrics in the Teacher Education Handbook. Course assignments were aligned with the TPA. Assessed knowledge and skills were taught for mastery. Accommodations were offered for candidates with documented learning differences. Candidates were given the opportunity throughout their work on the TPA to receive feedback and to revise sections. Three cycles of data were: Fall 2016: N=56; Spring 2017: N=94; and Fall 2017: N=56. TPAs for Cycles 1 and 2 were identical. The TPA for Cycle 3 had been revised. The EPP consistently interpreted data from the four-point evaluation scale as interval-level. Construct and content validity and reliability evidence: Factor analysis results: Cycle I: seven subscales explained 76.76% of the variance. Cycle 2 seven subscales explained 73.9% of the variance. Cronbach's alpha reliabilities for Cycle I and II subscales ranged from a high of Contextual Factors: a=0.907; a=0.921 to a low of Analysis of Student Learning a=0.882; a=0.897. Reliabilities for Cycle II were High: Reflection and Self-Evaluation a= 0.881 and low Contextual Factors a=0.673. Inter-rater reliabilities, consistently high, were included and discussed in the study.
Predicting Reading Comprehension in Young Children with Autism Spectrum Disorder
Author: Knight, Erin
Date: 2018-08-13
Type: Reports - Research
Subjects: Predictor Variables,Reading Comprehension,Young Children,Autism,Pervasive Developmental Disorders,Curriculum Based Assessment,Reading Skills,Emergent Literacy,Decoding (Reading),Reading Difficulties,Language Impairments,Diagnostic Tests,Observation,Intelligence Tests,Cognitive Development,Achievement Tests,Severity (of Disability)

Relationships between early literacy measures (i.e., curriculum-based measurement) and advanced literacy measures (i.e., reading comprehension) were examined in young children with autism spectrum disorders (ASDs). Participants in this study were 167 children between the ages of 4 and 7 years (M = 5 years 8 months), who were assessed at 2 time points during 1 school year. Results indicated that, compared to other measures of early literacy skills, curriculum-based measurements (CBMs) accurately assessed skills in students with ASD. Furthermore, early literacy skills predicted reading comprehension approximately six months later in this sample. The reading development of children with ASD compared to typically developing children appears to be similar in the predictive capacity of decoding skills on later reading skills and dissimilar in the variability and range of skills. CBM tools can provide educators with information about the early reading skills of children with ASD to help address reading and language difficulties seen in this population. Impact and Implications: This article examines the relationship between brief early literacy measures (i.e., curriculum-based measurements) and standardized measures of reading comprehension in a young sample of children with autism spectrum disorder (ASD). The results suggest that these short measures of early reading skills accurately predicted later reading comprehension in this sample. These measures can provide critical information about the early reading skills of children with ASD and can be used to help address common reading difficulties seen in this population. [This is the online version of an article published in &quot;School Psychology Quarterly.&quot;]
Recruiting Trends, 2011-2012. 41st Edition
Author: Gardner, Phil
Date: 2012-00-00
Type: Reports - Research
Subjects: Recruitment,Employment,Employer Attitudes,Labor Market,Intention,Institutional Characteristics,Regional Characteristics,Industry,Personnel Selection,Salaries,Internship Programs,Cooperative Education,Intellectual Disciplines,Employment Opportunities,Employment Practices,Foreign Workers,Partnerships in Education,School Business Relationship,Colleges,College Students,College Graduates

The sample of employers for this survey was generated through the efforts of approximately 150 colleges and universities across the country. Invitations were sent to thousands of employers who have been actively recruiting full-time and internship talent during the past twenty-four months. The data in this report was collected in the following subject areas: (1) State of Hiring, 2011-2012; (2) Employer Outlook on the Labor Market; (3) Employer Hiring Intentions; (4) College Hiring; (5) Hiring by Company Size, Academic Major, Industry, and Region; (6) Recruiting Strategies and Hiring; (7) Positions Filled; (8) Starting Salaries; (9) Shaping College Hiring; (10) Internships; (11) Global Hiring; (12) College Recruiting Issues; and (13) Corporate Partnerships. Most companies will complete hiring by the end of fall term. Students who have started their job search early are flexible, and can best express their skills and abilities by demonstrating how they add value to the organization. Students with these qualities will be in the best position to seize opportunities in this job market. [&quot;Recruiting Trends 2010-2011&quot; was made possible through generous gifts from these sponsors: After College, ArcelorMittal, BP, Consumers Energy, GO, Enterprise Rental Cars, Midwest ACE, RockyJobs, and the Whirlpool Corporation.]
Emotion Regulation in Children with Autism Spectrum Disorders
Author: Berkovits, Lauren
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Response,Emotional Development,Behavior Problems,Young Children,Autism,Pervasive Developmental Disorders,Symptoms (Individual Disorders),Cognitive Ability,Language Skills,Interpersonal Competence,Correlation,Intelligence Quotient,Observation,Diagnostic Tests,Intelligence Tests,Cognitive Development,Check Lists,Child Behavior

There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD, ages 4-7, and their primary caregivers. ASD symptoms and cognitive/language abilities were assessed upon study entry. Parents reported on children's emotion regulation, social skills and behavior problems at two time points, 10 months apart. Emotion dysregulation was stable and related strongly to social and behavioral functioning but was largely independent of IQ. Further analyses suggested that emotion dysregulation predicts increases in social and behavioral difficulties across time. Implications for intervention are discussed. [This article was published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1125538).]
Recruiting Trends, 2013-2014. 43rd Edition
Author: Gardner, Phil
Date: 2014-00-00
Type: Reports - Research
Subjects: Recruitment,Employment,Employer Attitudes,Labor Market,Intention,Institutional Characteristics,Regional Characteristics,Industry,Personnel Selection,Salaries,Internship Programs,Intellectual Disciplines,Employment Opportunities,Employment Practices,College Students,College Graduates,Cooperative Education,Influences

The Collegiate Employment Research Institute in collaboration with The Consortium on Student Transition Studies generated this convenience sample from employers currently seeking college talent through their interactions with college and university career services offices. Nearly 300 career service centers from around the country invited employers to participate in this study. Nearly 6,100 employers provided sufficient information to be retained in the study. Information from respondents responsible for recruiting talent for full-time positions, internships, and co-ops was also included. Information collected from the survey provides insight into the the following recruiting aspects of the current job market: (1) State of Hiring, 2013-2014; (2) Employer Outlook for the College Labor Market; (3) Employer Hiring Intentions; (4) College Hiring; (5) Hiring by Organization Size, Economic Sector, Academic Major, and Region; (6) Recruiting Strategies; (7) Starting Salaries; (8) Forces Shaping the College Hiring Season, Internships; (9) Recruiting and College Initiatives, and Measuring the Success of College Recruiting Programs. [For &quot;Recruiting Trends, 2012-2013. 42nd Edition,&quot; see ED590532.]