ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Features of High-Quality Policies and Guidelines to Support Social and Emotional Learning: Recommendations and Examples for the Collaborating States Initiative (CSI)
Author: Dusenbury, Linda
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Student Development,Social Development,Emotional Development,Guidelines,Educational Policy,Educational Quality,Culturally Relevant Education,Academic Standards,Educational Practices,Integrated Activities,Educational Technology

The current document serves two purposes. First, it provides an overview of six key features of a high-quality, comprehensive package of policies and guidance to support student social and emotional learning (SEL). These features are based on Collaborative for Academic Social, and Emotional Learning's (CASEL's) review of the research literature on learning standards and SEL as summarized in Dusenbury et al. (2015). The six key features represent policies and guidance that are comprehensive and robust in that they are culturally and linguistically sensitive and developmentally appropriate, as well as connected to positive learning environments and professional development (Figure 1 gives an overview of the six key features). Second, this document provides examples from other states and districts that illustrate each of the key features of high-quality policies and guidance for SEL.
Are Science Teachers Really Aware of the Importance of Educational Research?
Author: Pekel, Feyzi Osman
Date: 2018-03-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Educational Research,Positive Attitudes,Secondary School Teachers,Teacher Attitudes,Educational Researchers,Science Education,Foreign Countries,Teacher Surveys,Statistical Analysis,Teaching Experience,Chemistry,Biology,Physics,Gender Differences,Grade Point Average

Teachers are expected to consider the implications of recommendations made in educational research. In-service teachers are primary actors who play a leading role in education, so their attitudes towards educational research and researchers are more important than those of pre-service or trainee teachers. This study aims to find out inservice science teachers' attitudes towards education research and some the factors that affect them such as gender, teacher's subject area, seniority, and postgraduate research area. The research data was obtained using a Likert-type scale developed by Ilhan, Sekerci, Sözbilir &amp; Yildirim (2013). The study sample included 108 in-service high school science teachers from Turkey. The results show that in-service science teachers find educational research applicable and necessary but of limited value. Teachers who graduated from education faculties have more positive attitudes towards educational research and teachers who are newly appointed to the profession have a better understanding of the utilities and value of educational research. This study emphasizes and underlines that science teachers' attitudes towards the value of educational research are under the targeted level. In order to adequately support science teachers and provide them with the intended competencies of their curricula, this study provides some implications for both teachers and researchers in science education.
Comparability of Computer-Based and Paper-Based Science Assessments
Author: Herrmann-Abell, Cari F.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Evaluation Methods,Tests,Computer Assisted Testing,Scores,Elementary Secondary Education,Hierarchical Linear Modeling,Science Tests,Comparative Analysis,Student Characteristics,Preferences,Pretests Posttests,Statistical Analysis

We compared students' performance on a paper-based test (PBT) and three computer-based tests (CBTs). The three computer-based tests used different test navigation and answer selection features, allowing us to examine how these features affect student performance. The study sample consisted of 9,698 fourth through twelfth grade students from across the U.S. who were randomly assigned to take a test in one of the four modes. CBT modes differed in whether students could skip questions and freely move through the test, and whether students could click directly on the answer choice or had to click on a radio button at the bottom of the screen. Rasch analysis was used to estimate item difficulties and student performance levels. Student performance level was then used as an outcome in hiearchal linear models to determine the mode effects. We found that student performance was unaffected by whether the test was paper-based or computer-based. A comparison of student performance on the three CBTs indicated that restricting test navigation did not affect student performance, but allowing students to select an answer choice by directly clicking on it improved student performance. Our findings show that CBTs can be considered equivalent to PBTs, and the results can also be used to inform best practices for the design of other CBTs.
State of Our Schools: America&apos;s K-12 Facilities 2016
Author: Filardo, Mary
Date: 2016-00-00
Type: Reports - Research
Subjects: School Buildings,Educational Facilities,Improvement,Public Schools,Elementary Secondary Education,Educational Finance,Financial Support,Health,Environmental Influences,Equal Education,Maintenance,Administration,School Construction,Educational Facilities Improvement,School Districts,Federal Aid,State Aid,Standards,Investment,Cooperative Planning,Educational Facilities Planning

School facilities have a direct impact on student learning, student and staff health, and school finances. But too many students attend school facilities that fall short of providing 21st century learning environments because essential maintenance and capital improvements are underfunded. In this report, the author compiled and analyzed the best available school district data about U.S. K-12 public school facilities funding. The report projects that going forward the nation will under-invest in school buildings by $46 billion annually.
Culminating Experience Action Research Projects, Volume 18, Part 2, Spring 2016
Author: McAllister, Deborah A., Ed.
Date: 2018-03-22
Type: Collected Works - General
Subjects: Action Research,Educational Research,Teacher Certification,Graduate Students,Student Teaching,Methods Courses,Second Language Instruction,Vocabulary Development,Teaching Methods,Active Learning,Middle Schools,Social Studies,Case Studies,Response to Intervention,Mathematics Achievement,English (Second Language),Language Skills,Elementary Education,Foreign Countries

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2016 (part 2), are presented. This Action Research Project includes: (1) Second Language Acquisition and Vocabulary Instruction in an ESOL Classroom: Which Model Works Best? (Bradley Balthrop); (2) Action Research Study of Classical Teaching Methods vs. Active Learning Methods in the Middle School Social Studies Classroom (Brian Bass); (3) A Case Study Documenting the Effects of Response to Intervention Practices on Mathematics Success in Elementary Education (Jessica Kane); and (4) The Different Approaches to Teaching English as a Second Language in Japan and the U.S. and How this Affects the Student's English Skills (Asami Nakano). (Individual papers contain references, figures, and appendices.) [For &quot;Culminating Experience Action Research Projects, Volume 18, Part 1, Spring 2016,&quot; see ED573167.]
Whole School, Whole Community, Whole Child: Implications for 21st Century School Nurses. Position Statement
Author: Neumann, Linda
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: School Nurses,Holistic Approach,Health Promotion,Child Health,Child Safety,Educational Policy,Educational Practices,Access to Health Care,Health Education,Wellness,Employees,Counseling,Social Services,Agency Cooperation,Nutrition,Physical Education,Social Development,Emotional Development,Family Involvement,Community Involvement,Role,Elementary Schools

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) be knowledgeable about and participate in the implementation of Whole School, Whole Community, Whole Child (WSCC) approach in the educational setting (ASCD &amp; Centers for Disease Control and Prevention [CDC], 2014). The WSCC approach combines and builds upon the Coordinated School Health (CSH) model and the ASCD's (formerly known as the Association for Supervision and Curriculum Development) Whole Child approach to learning and promotes greater alignment between health and educational outcomes. WSCC is student centered, with the overarching goal of keeping students healthy, safe, engaged, supported, and challenged. The WSCC model emphasizes the need to coordinate policy, process, and practice to achieve improved student health and education outcomes. This collaboration in support of students encompasses health services, health education, employee wellness, counseling, psychological and social services, nutrition environment and services, physical education and physical activity, physical environment, social emotional climate, family engagement, and community involvement. WSCC recognizes the critical role of ongoing collaboration between school and community in fostering student success (Lewallen, Hunt, Potts-Datema, Zaza, &amp; Giles, 2015). The school nurse occupies a pivotal position as a leader who uses professional education and skills to assist schools and communities in the implementation and evaluation of the WSCC model (Galemore, Bowlen, Combe, Ondeck, &amp; Porter, 2016). This position statement presents implications for 21st century school nurses. [This document replaces the Position Statement &quot;Coordinated School Health Programs&quot; (Adopted: June 1999, Revised: June 2001, June 2008, June 2013).]
Students with Chronic Health Conditions: The Role of The School Nurse. Position Statement
Author: Combe, Laurie G.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Chronic Illness,Health Conditions,School Nurses,Position Papers,Professional Associations,Role,Child Health,Health Services,Educational Legislation,Federal Legislation,Advocacy

It is the position of the National Association of School Nurses (NASN) that to optimize student health, safety, and learning, a professional registered school nurse (hereinafter referred to as school nurse) be present all day, every day. The American Academy of Pediatrics' Council on School Health (2016) highlights the important role school nurses play across a child's continuum of care and recommends that every school should have at least one nurse. The Every Student Succeeds Act (2015) identifies school nurses as leaders of student chronic disease management in schools. Utilizing the nursing process, the school nurse manages chronic health conditions in the school setting by providing direct care, providing case management, and advocating for students and families to help them access needed resources and support to achieve academic success (CDC, 2017b). This position statement presents the role of the school nurse for students with chronic health conditions. [This position statement replaces the position statement titled Chronic Health Conditions Managed by School Nurses.]
Key Implementation Insights from the Collaborating Districts Initiative: A Multiyear Effort to Help School Districts Integrate Social and Emotional Learning across All Aspects of Their Work: What Have We Learned? What Impact Have We Seen? What&apos;s Next?
Author: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: School Districts,Social Development,Emotional Development,Superintendents,Educational Practices,Educational Quality,Partnerships in Education,Parent Participation,Community Involvement,Systems Approach,Holistic Approach,Faculty Development,Student Development,Public Schools,Cooperative Planning,Program Effectiveness,Elementary Secondary Education,Achievement Gains,Learner Engagement,Educational Environment

Six years ago the Collaborative for Academic, Social, and Emotional Learning (CASEL) took the unprecedented step of launching an effort to study and scale high-quality, evidence-based academic, social, and emotional learning in eight of the largest and most complex school systems in the country: Anchorage, Austin, Chicago, Cleveland, Nashville, Oakland, Sacramento, and Washoe County, Nevada. With the recent addition of Atlanta and El Paso, the Collaborating Districts Initiative (CDI) now includes 10 districts, enrolling 900,000 students a year. It is one of the most comprehensive and ambitious school district improvement initiatives ever. The goal of the CDI was to create a comprehensive shift in how superintendents and entire school districts approach education. In order to help redefine quality education (beyond test scores alone), and to prioritize the practices in classrooms, schools, and communities for promoting the social and emotional development of children, the CDI focused on systemic social and emotional learning (SEL) implementation. This report describes why SEL is needed, highlights seven key insights drawn from CASEL's experience over the last six years, and describes the impact of the CDI's efforts. It concludes with CASEL's goals for the future.
Adequate &amp; Equitable U.S. PK-12 Infrastructure: Priority Actions for Systemic Reform. A Report from the Planning for PK-12 School Infrastructure National Initiative
Author: Filardo, Mary
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Educational Facilities,Systems Approach,Educational Change,Educational Quality,Elementary Secondary Education,Educational Facilities Planning,Program Implementation,Governance,Decision Making,Educational Finance,Financial Support,Facilities Management,Data Collection,Accountability,Standards,Economic Development,Natural Resources,Facility Improvement,Bond Issues,State Action,Government Role,School Districts,Public Schools

To formulate a &quot;systems-based&quot; plan to address the PK-12 infrastructure crisis, in 2016, the 21st Century School Fund (21CSF) and the University of California-Berkeley's Center for Cities + Schools (CC+S), in partnership with the National Council on School Facilities and the Center for Green Schools at the U.S. Green Building Council, launched the &quot;Planning for PK-12 Infrastructure Initiative&quot; (P4si Initiative). In Phase 1 of the P4si Initiative (Fall 2016), a research team from 21CSF and CC+S facilitated a structured national engagement process to identify the challenges to adequacy and equity in PK-12 infrastructure and to propose system reforms. This process garnered input from 85 leaders from 33 states and the District of Columbia who represented a diverse group of nonprofit advocacy leaders, local and state officials, researchers, building industry professionals, labor advocates, and finance experts. Fifty-five priority actions were identified to address the systemic problems of delivering adequate and equitable public school facilities. Phase 2 of the P4si Initiative will move the 55 priority actions forward to achieve a paradigm shift in the PK-12 public infrastructure systems.
What Does PK-3 Instructional Alignment Mean for Policy and Practice? Social Policy Report Brief. Volume 30, Issue 2
Author: Bridgman, Anne
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Preschool Education,Kindergarten,Primary Education,Alignment (Education),Instruction,Social Environment,Educational Environment,Child Development,Social Development,Emotional Development,Classroom Techniques,Educational Policy,State Policy,Board of Education Policy,School Districts,Educational Practices,Expectation,Parent Participation

With most 4 year olds in the United States now in center-based early care, the need for aligning instruction from preschool through the early grades (PK-3) has become more pressing. Yet so far there has been little guidance on how to create alignment. Research on PK-3 alignment seeks to provide general principles for creating instructional continuity that sustains and enhances student learning. This brief summarizes a longer report &quot;PK-3: What Does it Mean for Instruction?&quot; (Deborah Stipek, Judy Koch, Doug Clements, Cynthia Coburn, Megan Franke, Dale Farran, Antonio Gotto, Anita Gotto) which proposes a concept of productive continuity in academic instruction, as well as in the social climate and classroom management practices that might affect children's social-emotional development. It also considers ways in which schools might seek to achieve continuity in parents' and children's experiences. Finally, the report proposes specific state and district policies and school practices that are likely to promote continuous and meaningful learning experiences. [For the full report see ED581657.]
How Health-Care Policies Affect Children&apos;s Health and Development. Social Policy Report Brief. Volume 29, Issue 4
Author: Bridgman, Anne
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Health Services,Child Development,Child Health,Public Policy,Influences,Policy Analysis,Health Insurance,Health Needs,Family Needs,Trend Analysis,Change Strategies,Allied Health Occupations Education,Poverty,Access to Health Care

Most U.S. children (94%) have some form of health insurance coverage. While this is the highest rate in U.S. history, poor children still lag behind middle-income children. Serious infectious diseases (e.g., measles, diphtheria, meningitis) and severe malnutrition have declined or disappeared, and new treatments have improved life expectancy among children with conditions like leukemia, complex congenital heart disease, and cystic fibrosis. However, the prevalence among children of obesity, asthma, mental health conditions, and neurodevelopmental conditions has skyrocketed. Many children with rare or complex heath conditions still lack access to the specialty care they need. This brief summarizes a longer Social Policy report, &quot;The Influence of Health Care Policies on Children's Health and Development&quot; (James M. Perrin, Tomas F. Boat, Kelly J. Kelleher). The report reviews the current state of health insurance for children and youth and contrasts health services with the needs of children and families. It then describes new models of health care, including ones that actively connect health care with other community services, and suggests promising trends in child health care. [The main report also provides two additional commentaries; (1) &quot;Poverty and Child Health in the United States: Addressing the Social Determinants of Health in the Medical Home&quot; (Benard P. Dreyer); and (2) &quot;The Opportunity for Health Care Policies to Advance Child Health and Development&quot; (Ajay Chaudry). For the full report see ED581659.]
Research-Practice Partnerships: Building Engagement to Benefit Children and Youth. Social Policy Report Brief. Volume 30, Issue 4
Author: Bridgman, Anne
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Theory Practice Relationship,Research and Development,Interpersonal Relationship,Agency Cooperation,Sustainability,Trust (Psychology),School Community Programs,Case Studies,Group Dynamics,College Programs,Public Schools,Elementary Secondary Education

Gaps exist between research and practice, with some researchers expressing frustration that practitioners do not use or misuse research findings, and some practitioners saying research is not relevant to their work or not easily accessible or understood. In research-practice partnerships, which have proliferated recently, researchers and practitioners work together in new ways to improve education and human services. Instead of bringing research to practice, these partnerships sustain a dynamic relationship between research and practice, drawing on practice needs to shape research agendas. In so doing, they can enhance outcomes for children and youth. This brief summarizes a longer Social Policy Report, &quot;Research-Practice Partnerships: Building Two-Way Streets of Engagement&quot; (Vivian Tseng, John Q. Easton, and Lauren H. Supplee). The paper discusses how partnerships challenge researchers and practitioners to work together in new ways in order to improve education and human services, and ultimately to enhance child and youth outcomes. Discussion covers various types of partnerships, strategies and conditions for success, and offers exemplar models. [For the full report, &quot;Research-Practice Partnerships: Building Two-Way Streets of Engagement. Social Policy Report. Volume 30, Number 4,&quot; see ED581655.]
Supporting Parents: Using Research to Inform Policy and Best Practice. Social Policy Report Brief. Volume 30, Issue 5
Author: Bridgman, Anne
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Public Policy,Best Practices,Child Rearing,Parenting Skills,At Risk Persons,Parent Education,Research,Influences,Health Promotion,Well Being,Family Programs,Models,Context Effect,Competence,Parent Child Relationship,Developmentally Appropriate Practices,Child Development,Emotional Response,Parent Role,Cultural Influences,Socioeconomic Influences,Poverty,Family Work Relationship,Scheduling,Stress Variables,Family Relationship,Employment Level,Child Care,Mental Health

Parenting is one of the most emotionally powerful, demanding, and consequential tasks of adulthood. Previously, the task of parenting was shared with extended family and community members. Today, with less extensive networks of experience and support, parents are frequently not as well prepared. Research has identified the elements of competent parenting as well as the conditions, programs, and policies that foster it. Although parents in the United States could benefit from parental education and support, there is surprisingly little of either, especially compared to policies and programs that support parents in other high-income countries. This brief summarizes a longer social policy report, &quot;Supporting Parents: How Six Decades of Parenting Research Can Inform Policy and Best Practice&quot; (Douglas M. Teti, Pamela M. Cole, Natasha Cabrera, Sherryl H. Goodman, and Vonnie C. McLoyd). The paper calls attention to the need to expand existing efforts and to develop policies, programs, and best practices in the United States designed to support parents at risk and promote parenting competence. The report is an outcome of the 2014 Society for Research in Child Development themed meeting, New Conceptualizations in the Study of Parenting-at-Risk, in San Diego, CA. [For the full report, see ED581662.]