ethanporcaro/eric-fulltext-meta huggingface dataset:
Educator Learning to Enact the Science of Learning and Development
Author: Darling-Hammond, Linda
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Learning Processes,Neurosciences,Preservice Teacher Education,Inservice Teacher Education,Knowledge Base for Teaching,Teaching Methods,Teaching Skills,Skill Development,Reflection,Capacity Building,Learning Experience,Program Design

Research advances in neuroscience and the developmental and learning sciences have provided us with important insights about how people learn and develop. The knowledge we now have points to important transformations in teaching practice, which in turn require transformations in educator development in order to support all educators in developing the knowledge, skills, and dispositions associated with developing the whole child. This report synthesizes research on how to support educators in developing those capacities both in pre-service and in-service contexts. It addresses both the &quot;what&quot; of teacher and leader preparation--the content educators need to learn about children and how to support their development and learning--and the &quot;how&quot;--the strategies for educator learning that can produce deep understanding; useful skills; and the capacity to reflect, learn, and continue to improve. [This report was written in collaboration with Pamela Cantor and David Osher.]
A Comparative Analysis of Mental Health among Higher Education Students through the Perspective of National Unions of Students across Europe
Author: European Students' Union (ESU) (Belgium)
Date: 2022-00-00
Type: Reports - Research
Subjects: Comparative Analysis,Mental Health,College Students,Student Attitudes,Foreign Countries,Student Personnel Services,Health Promotion,Well Being,Public Policy,Educational Policy

During the COVID-19 pandemic, students in higher education experienced mental health issues whereby National Unions Students &amp; local unions, Higher Education Institutions, and governments played a role in addressing them. Mental health and wellbeing among students have been analysed by external actors as the topic has been talked about already prior to the start of the pandemic. However, previous research indicates that students' mental wellbeing is not a concern on the local or national level. Neither has it been documented on a European level looking into its priority among actors in higher education.¹ The authors of this survey used the survey from 2020 to have quantitative data, and a follow-up survey in 2021 for qualitative data in order to carry out a comparative analysis of the mental health of higher education students during COVID-19 through the perspective ofthe National Unions of Students on the local, national and institutional levels. As expected, during the pandemic, the analysis has shown that students' mental wellbeing has increased in priority (or remained as a priority) on a local, national and institutional level in most countries. However, the subject is now on the agenda or a bigger priority of higher education institutions with mainly Northern and Western European countries taking initiatives to break the stigma on mental health. This research report provides National Unions of Students and other stakeholders a broad look into the state of actions taken by the governments and other institutions concerning mental health. Stakeholders are able to see what is being done by national and local unions through a list of great initiatives, and a list with all national research on students' mental health that has been available during the conduction ofthe survey.
Supporting Our Youngest Learners: What We Know about Equity in Early Intervention
Author: Education Trust
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Federal Legislation,Educational Legislation,Equal Education,Early Intervention,Eligibility,Low Income Groups,Barriers,At Risk Persons,Developmental Delays,Child Development,Ethnicity,Racial Discrimination,Access to Education,Access to Health Care,Screening Tests,Ethnic Diversity,Labor Force,Pediatrics,Evaluation

Every child from birth to age 3 in the U.S. is entitled under IDEA (IDEA Part C) to support in reaching developmental milestones if they have a developmental delay -- that is, if they are meeting milestones more slowly than expected, or if they have a diagnosed condition that has a high probability of resulting in a delay. Strong support as soon as a developmental delay is identified can have a positive ripple effect that lasts a lifetime. These services are provided not only for a child with a developmental delay, but also for the child's family, ensuring that caregivers have the tools they need to create a healthy, supportive environment for the whole family. Early intervention services set young kids with delays and disabilities and their families on the course for long-term success. Systemic racism in health and education systems and insufficient federal funding for IDEA Part C threaten access to these services. Better data can help measure equity and, ultimately, ensure that families of color gain access to the high-quality early intervention services they deserve. This executive summary briefly defines early intervention services, describes what is known about equity in early intervention, and highlights key components of and opportunities for equity in screening, evaluation, and early intervention services. [For the full report, &quot;Increasing Equity in Early Intervention. Our Youngest Learners,&quot; see ED617569.]
Building State Career Pathways Systems: A Toolkit for State Policymakers, Human Service Agency Leaders, Community Colleges, and Partners
Author: Kinder, Kate
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Career Pathways,Partnerships in Education,Community Colleges,State Programs,Federal Aid,Financial Support,Educational Finance,Federal Programs,Grants,Human Services,Labor Force Development,Adult Students,Low Income Students,Minority Group Students

This toolkit is intended to help states create career pathways systems that integrate and expand partnerships between state human service agencies and postsecondary systems and institutions so that more people who want to train for a quality career can do so. Career pathways partnerships can help community colleges and human services work better and more equitably for working people by mitigating structural barriers that too often keep adults of color and those from low-income families from accessing credentials that lead to quality careers. The toolkit includes action that state policymakers, agency leaders, community colleges, and partner organizations can take to build career pathways partnerships that pair quality postsecondary education and training with support services. It highlights Arkansas' Career Pathways Initiative (CPI) and Oregon's Community College SNAP Training and Employment Program (STEP) as examples of leading-edge state career pathways models that other states can learn from as they rebuild their economies and support workers -- particularly workers of color and low-wage workers disproportionately impacted by COVID -- in their return to the workforce. Included in this toolkit are recommendations for how Supplemental Nutrition Assistance Program Employment and Training (SNAP E&amp;T) and Temporary Assistance for Needy Families (TANF) block grants can support career pathways system development and partnerships, as Oregon and Arkansas have done. The toolkit is designed to complement resources and guidance available, offering strategies for how states, community colleges, and human service partners can use these funding streams to build, scale, and improve career pathways systems that increase equity and economic mobility for students and workers. [Marc Goldberg contributed to this toolkit.]
Teacher Shortages during the Pandemic: How California Districts Are Responding
Author: Carver-Thomas, Desiree
Date: 2022-01-00
Type: Reports - Research
Subjects: Teacher Shortage,COVID-19,Pandemics,Teacher Supply and Demand,Teacher Retirement,Labor Turnover,Teacher Selection,School Districts,Rural Schools,Barriers,Compensation (Remuneration),Teacher Persistence,Teacher Certification,Teacher Qualifications,Government Role,State Aid

How are California districts handling deepening teacher shortages 18 months into the COVID-19 pandemic? Following up on a March 2021 study, &quot;California Teachers and COVID-19: How the Pandemic Is Impacting the Teacher Workforce&quot; (ED614374), this report describes the severe shortages many districts are experiencing and the strategies some are using to mitigate these shortages. Through a survey of a sample of California superintendents and human resources administrators conducted in August and September 2021, this study investigates the role COVID-19 has had on key aspects of teacher supply and demand, including teacher retirements, resignations, vacancies, and hiring strategies. Leaders from eight of the largest California districts participated in the study. In addition, the study included leaders from four small rural districts because research shows these types of districts often have additional challenges recruiting and retaining teachers. Together, these districts serve nearly 1 in 6 California students.
Protecting Education as a Civil Right: Remedying Racial Discrimination and Ensuring a High-Quality Education
Author: Robinson, Kimberly Jenkins
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Access to Education,Civil Rights,Racial Discrimination,Educational Quality,Federal Legislation,State Legislation,Educational Legislation,Equal Education,Civil Rights Legislation,Educational Change

Education has long stood at the epicenter of the battle for civil rights. Inequitable educational opportunity and achievement gaps persist in the United States in no small part because the nation provides limited protection for education as a civil right at the federal level and uneven protection at the state level. Leaders across the political spectrum have framed education as a critical civil rights issue of our time and confirmed the importance of equal educational opportunity. This consensus provides an important starting point for exploring the deeper questions surrounding what it means to protect education as a civil right in the United States. Both federal and state governments can adopt and enforce complementary legal and policy guardrails that are necessary to safeguard education as a civil right. These guardrails can embrace the legal and policymaking strengths of each level of government while ensuring that the full complement of laws and policies provides much-needed protection of access to a high-quality and equitable education for all of the nation's schoolchildren. This report explores two critical questions. First, how do existing federal and state laws and policies protect, or fail to protect, education as a civil right? Second, how can federal and state laws and policies be reformed to protect education as a civil right? The report adopts a progressive and capacious definition of a civil right to education. This definition acknowledges that many think that protecting education as a civil right would require remedying racial, national origin, and other forms of identity-based discrimination in education. This approach is an important starting point, and the work of remedying identity-based discrimination needs a more sustained and comprehensive investment to achieve this goal. However, the nation must do more than remedy racial, national origin, and other forms of identity-based discrimination to protect education as a civil right. Achieving this goal also requires the nation to make an affirmative commitment to ensuring that all children receive access to a high-quality education so that they can participate in society and flourish. The report invites policymakers to explore how federal and state laws and policies can work synergistically to protect education as a civil right.
Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK-2 in Chicago Public Schools. REL 2021-113
Author: Berg, Juliette
Date: 2021-09-00
Type: Reports - Research
Subjects: Coaching (Performance),Faculty Development,Reading Achievement,Reading Improvement,Public School Teachers,Primary Education,Preschool Education,Kindergarten,Grade 1,Grade 2,Elementary School Teachers,Program Effectiveness,Teacher Participation,Principals,Teacher Attitudes,Administrator Attitudes

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. The P-2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The initiative began in 2016/17 and served 23 percent of all district elementary schools by 2018/19. The district designated 26 of the 115 elementary schools implementing the initiative in 2018/19 to receive enhanced supports, including intensive, site-based coaching, to support students' independent reading. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative's standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers' and administrators' participation in professional development sessions and looked at the successes and challenges of implementation. The study found that one year after implementation of the initiative, attending a priority school did not lead to higher end-of-year reading achievement than attending a nonpriority school after other factors were adjusted for. Teachers and administrators in priority schools were more likely than those in nonpriority schools to participate in the initiative's core professional development sessions. Interviews with select district, network, and school leaders; instructional support coaches; and teachers suggest that several aspects of the initiative's professional development were valuable, most notably the opportunities for teachers to deepen their understanding of the initiative's professional development, receive feedback through observation and school-based coaching, and learn from one another. But instructional support coaches' limited capacity, due to competing responsibilities, was a challenge. District leaders might consider increasing the number of coaches available and limiting their competing priorities so they can focus on the initiative. [For the Study Brief, see ED617590. For the Study Snapshot, see ED617589. For the appendixes, see ED617591.]
Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK-2 in Chicago Public Schools. Study Snapshot. REL 2021-113
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Faculty Development,Reading Achievement,Reading Improvement,Public School Teachers,Primary Education,Preschool Education,Kindergarten,Grade 1,Grade 2,Elementary School Teachers,Program Effectiveness,Teacher Participation,Principals,Teacher Attitudes,Administrator Attitudes

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. This initiative--the P-2 Balanced Literacy Initiative--aims to improve literacy instruction by training teachers to balance systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative's standard supports (nonpriority schools). This Study Snapshot presents key findings from the full study. [For the full report, see ED617588. For the Study Brief, see ED617590. For the appendixes, see ED617591.]
Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK-2 in Chicago Public Schools. Study Brief. REL 2021-113
Author: Berg, J.
Date: 2021-09-00
Type: Reports - Research
Subjects: Coaching (Performance),Faculty Development,Reading Achievement,Reading Improvement,Public School Teachers,Primary Education,Preschool Education,Kindergarten,Grade 1,Grade 2,Elementary School Teachers,Program Effectiveness,Teacher Participation,Principals,Teacher Attitudes,Administrator Attitudes

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. The P-2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative's standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers' and administrators' participation in professional development sessions and looked at the successes and challenges of implementation. The study found that one year after implementation of the initiative, attending a priority school did not lead to higher end-of-year reading achievement than attending a nonpriority school after other factors were adjusted for. Teachers and administrators in priority schools were more likely than those in nonpriority schools to participate in the initiative's core professional development sessions. This Study Brief to the full report presents: (1) Why this study?; (2) What was studied and how?; (3) Findings; and (4) Implications. [For the full report, see ED617588. For the Study Snapshot, see ED617589. For the appendixes, see ED617591.]
Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK-2 in Chicago Public Schools. Appendixes. REL 2021-113
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Research
Subjects: Coaching (Performance),Faculty Development,Reading Achievement,Reading Improvement,Public School Teachers,Primary Education,Preschool Education,Kindergarten,Grade 1,Grade 2,Elementary School Teachers,Program Effectiveness,Teacher Participation,Principals,Teacher Attitudes,Administrator Attitudes

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. This initiative--the P-2 Balanced Literacy Initiative--aims to improve literacy instruction by training teachers to balance systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative's standard supports (nonpriority schools). This document presents the following three appendixes that accompany the study: (1) About the study; (2) Methods; and (3) Supporting analyses. [For the full report, see ED617588. For the Study Brief, see ED617590. For the Study Snapshot, see ED617589.]
Clearing the Path to a Brighter Future: Addressing Barriers to Community College Access and Success
Author: Goldrick-Rab, Sara
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Barriers,Access to Education,Community Colleges,Nonprofit Organizations,Student Needs,Program Evaluation,Program Descriptions,Case Studies,Two Year College Students,Money Management,Educational Finance,Models,Ancillary School Services,College Attendance

In 2012, the national non-profit Single Stop USA served more than 32,000 students across 17 community college sites in seven states. At each college, Single Stop acts as an integral partner in the college's efforts to meet the needs of students and their families. It helps introduce the provision of important services such as tax preparation, financial counseling, and benefit access to the college's set of activities, thus transforming the perspective of both leaders and administrators as to what is &quot;possible&quot; for community colleges to provide. Evaluation of this model is critical but, like the program itself, the program's evaluation is in the early stages. In this report, the authors draw on case studies conducted at six Single Stop sites in New York and Miami in order to describe Single Stop's theory of action and how it operates in practice and on-the ground, and they begin to examine the potential benefits and consequences of greater expansion. The authors introduce readers to the college leaders and administrators who integrate Single Stop's services into their institutions, and talk about the experiences of students receiving Single Stop's services. Since no single model will engage with all community colleges in the same way, they also describe how the Single Stop approach varies across sites. Finally, the authors discuss some recommendations for buttressing the existing financial aid system with additional supports, such as those offered by Single Stop, in order to further lift the financial barriers to community college access and success.
Advancing OER Initiatives: A Responsible Use of COVID-19 Emergency Relief Funds. WICHE Insights
Author: Diaz Solodukhin, Liliana
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Open Educational Resources,COVID-19,Pandemics,Educational Finance,Academic Achievement,College Students,State Aid

One approach to the effects of the COVID-19 pandemic is the use of Open Educational Resources (OER), which, as a high-impact practice, have been found to increase student success and institutional efficiency. Implementation of OER is a wise investment, as it reduces the costs of course materials like textbooks; broadens collaboration among faculty, staff, and administration; improves student outcomes; and can be a key part of achieving postsecondary strategic goals and state policy priorities. State investment in OER is a bold and research-driven way to close skills and equity gaps, increase institutional efficiency, and increase student success. Importantly, OER can be revised, remixed, and redistributed indefinitely, before and after a course, making a state's investment in OER long-lasting. OER is a fiscally responsible approach to increase postsecondary access and increase student completion, a goal that has been immediately jeopardized by the effects of the COVID-19 pandemic. Supporting OER and OER leaders already doing this work is one effective way to meet a state's postsecondary goals and priorities, as well as a responsible use of COVID-19 emergency relief funds. All states in the West have some level of OER activity and infrastructure in place, ensuring that any emergency relief funds appropriated to OER would be used to advance ongoing work to increase students access and success, faculty professional development and innovation, and institutional efficiency and transparency. OER is a wise and responsible use of state dollars that just makes sense.