ethanporcaro/eric-fulltext-meta huggingface dataset:
Stronger Together: A Call for a Unified Professional Framework for Onsite Leaders of Early Learning Programs. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2020-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Leadership Training,Administrator Role,Leadership Responsibility,Child Care Centers,Educational Quality,Program Effectiveness,Administrator Characteristics,Racial Differences,Ethnicity,Professional Identity,Barriers,Employment Qualifications,Competence,Educational Attainment

In spite of what is known about the impact of effective leadership on program quality, leadership development systems are fragmented and there is a lack of sustained, systematic oversight to guide the early childhood education (ECE) program leadership profession (New Venture Fund, 2018). Goffin (2013) notes that a clear consensus about the role, definition, and development of leaders is lacking, and advancing cohesiveness in early childhood leadership capacity as a profession is critical. The McCormick Center for Early Childhood Leadership, with the support of the Foundation for Child Development, recently conducted a study to determine whether there was consensus among ECE leadership stakeholders about the need for a unified professional framework for onsite administrators of early learning programs. Whether leaders are in schools, centers, or licensed family child care homes, is there consensus on the core competencies needed to sustain learning environments in which children, families, and staff thrive?
School Choice: Public Opinion in Five Battleground States. Issue Brief
Author: Domanico, Ray
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: School Choice,Public Opinion,Educational Policy,State Policy,Charter Schools,School Effectiveness,Educational Finance,Financial Support,Elementary Secondary Education,Racial Differences,Academic Achievement,Minority Group Students,Special Needs Students,African Americans,Whites,Parent Rights,Educational Quality,Private Schools,Public Schools,Parochial Schools,Hispanic Americans,Asian Americans,Rural Urban Differences

In August, the Manhattan Institute (MI) contracted with Rasmussen Reports to survey public opinion in five states about school choice policies generally, as well as charter schools specifically. Working with MI, Rasmussen crafted nine questions that were added to the organization's regular polling of likely voters for presidential and senatorial races in Pennsylvania, Ohio, North Carolina, Michigan, and Wisconsin. This paper will discuss five key questions from those surveys and place the results in the context of what the authors know about charter schools and choice in these states and nationwide.
Report of the MLA Task Force on Ethical Conduct in Graduate Education
Author: Modern Language Association of America
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Professional Associations,Graduate Students,Ethics,Student Centered Learning,Mental Health,Teacher Student Relationship,College Faculty,Work Environment,Cooperation,Academic Advising,Second Language Learning,Second Language Instruction,Modern Languages,Professional Education,Career Guidance,Masters Programs,Health Services,Family Work Relationship,Financial Support,Sexual Harassment,Racial Discrimination,Gender Discrimination,Employment Opportunities,Age Differences,Socioeconomic Status

The report of the MLA Task Force on Ethical Conduct in Graduate Education calls on administrators, departments, and faculty members to embrace &quot;student-centered graduate education informed by an ethics of care.&quot; To confront long-standing issues in graduate education--such as precarity, bias and favoritism, harassment, mental health, faculty members' lack of responsiveness, and workplace exploitation--the report makes nine recommendations: (1) Institute forms of collaborative or networked advising; (2) Categorically reject all forms of sexual harassment and discriminatory behavior; (3) Promote transparency to reduce bias and favoritism; (4) Establish clear rules for faculty members' responsiveness; (5) Offer graduate students professional training without exploiting them; (6) Provide professionalization opportunities and career guidance in line with the realities of the academic job market; (7) Meet the distinctive professional needs and welfare of master's students; (8) Provide mental health services and supports for work-life balance for graduate students; and (9) Within institutional constraints, strive to provide all graduate students with funding that enables them to live without taking on outside work. [This web publication was prepared by the MLA Task Force on Ethical Conduct in Graduate Education.]
COVID-19 Educational Inequities Roundtable Series, Summary Report
Author: National Academy of Education
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Public Schools,Access to Education,Racial Bias,Social Justice,Reading Instruction,Mathematics Instruction,Well Being,Barriers,Intervention,Trauma,Mental Health,Blended Learning,Student Needs,Family Needs,Access to Computers

Based on the public health necessity presented by the COVID-19 pandemic, most U.S. schools closed their physical spaces in March 2020. Early evidence suggests that the closing of schools and migration to online learning has had harmful effects on children's academic performance. Moreover, the health crisis has surfaced for a broader public what many educators and policy makers have known for decades, namely growing disparities of resources and educational outcomes for historically marginalized, disadvantaged, and underserved students. Historic inequities make it all the more important to focus attention not only on the near-term needs of America's 55 million public school students, but on whether and how the education system can continue the struggle for access and opportunity. The National Academy of Education (NAEd) convened groups of scholars, policy leaders, and educators to address the fundamental question: how do educators address educational inequities in the face of the COVID-19 emergency, a challenge made even more urgent in the context of the resurgent American crisis of racial justice. Over a two-week period in July 2020, experts in reading, mathematics, and well-being wrestled with the following six questions: (1) What inequities in reading/mathematics/whole person well-being have been exacerbated by the pandemic?; (2) What are the biggest challenges for addressing unfinished curricular learning in reading and mathematics instruction?; (3) What strategies are being used/recommended/discussed that may be &quot;best bets&quot; for reading/mathematics learning?; (4) What are the biggest challenges in addressing the effects of trauma on student well-being and social-emotional health with emphasis on the most vulnerable student groups?; (5) For schools using different modes of learning, including in-person, online, and a hybrid, what strategies would be recommended for bolstering/supporting well-being through these different platforms?; and (6) If schools continue online learning, what are possible strategies for making the experience as successful as possible?
Advanced Opportunities: How Idaho Is Reshaping High Schools by Empowering Students. Report
Author: Eden, Max
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,High School Students,Advanced Placement,Tests,Courses,Job Training,Apprenticeships,High School Teachers,College Faculty,Community Colleges,Compensation (Remuneration),Vocational Education,Enrollment Trends,Career Counseling,Academic Advising,Rural Schools,Geographic Regions

More than half of Idaho's high school seniors are already enrolled in college. Dual enrollment programs, in which high school students enroll in college courses, have gained traction nationally in the past two decades, but Idaho's &quot;Advanced Opportunities&quot; initiative has been particularly successful. When students reach seventh grade, Idaho provides them with $4,125 that can be used to pay for dual enrollment courses, Advanced Placement exams, professional certification examinations, &quot;overload&quot; high school courses (above a full schedule), and, as of this school year, workforce development and apprenticeship courses. This student-centered investment has encouraged high school teachers to partner with community colleges and four-year universities to provide college-level instruction--an arrangement that also provides teachers with a financial stipend and postsecondary institutions with an enrollment boost. This report describes the mechanics, origin, and institutional effects of Idaho's initiative, which is a useful model for legislators and policy advocates in other states who are searching for ways to improve the quality of high school instruction, decrease the cost of college, and help students who are not college-bound graduate high school with a professional skill.
Teaching Grammar-in-Context and Its Impact in Minimizing Students&apos; Grammatical Errors
Author: Amin, Yadhi Nur
Date: 2015-11-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Error Patterns,Comparative Analysis,Scores,Instructional Effectiveness,Pretests Posttests,Grade 10,High School Students,Writing Instruction,Reliability,Second Language Learning,Second Language Instruction,English (Second Language),Islam,Institutional Characteristics,Religious Education,Foreign Countries

This study is conducted to determine the effectiveness of teaching grammar-in-context to minimize students' grammatical errors in writing. The design of the study was a quasi-experimental with a non-randomized pretest-posttest control group. The samples of the study were taken from the population of the tenth-grade students. The control group was taught by conventional grammar which was separately given with writing skills. Likewise, the experimental one was treated by teaching grammar-in-context. The results of the study showed that the mean score in the post-test was higher than that in the pretest; and the mean score of experimental group increased 16.20 point after the treatment. This result indicated that teaching grammar in-context is considered to be effective in minimizing students' grammatical errors in writing.
Recovery High Schools Legislative Report
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: High Schools,High School Students,Drug Rehabilitation,Outcomes of Treatment,Substance Abuse,Enrollment,Special Schools,Therapeutic Environment,Program Effectiveness

For adolescents in recovery from a substance use disorder, school is a setting that may result in interactions with peer groups who are actively using alcohol or other drugs. Unfortunately, after treatment, these students may encounter multiple risk factors when returning to the setting where their substance use problems originated. Recovery High School programs play an important role for these students by offering them another option in which they can feel supported in their recovery while still working towards a high school degree. This report &quot;Recovery High School Programs Legislative Report,&quot; as required by statute, includes: (1) the number of youths served per high school; (2) outcomes measured for youths; and (3) recommendations for new recovery high schools in the fiscal year 2020 and fiscal year 2021. The data provided in this report was compiled from information submitted by schools to the Massachusetts Department of Elementary and Secondary Education (Department).
Comparability of Large-Scale Educational Assessments: Issues and Recommendations
Author: Berman, Amy I.
Date: 2020-00-00
Type: Collected Works - General
Subjects: Educational Assessment,Educational Testing,Scores,Comparative Analysis,English Language Learners,Students with Disabilities,Test Interpretation,Cultural Differences,Multilingualism,Measurement

This National Academy of Education (NAEd) volume provides guidance to key stakeholders on how to accurately report and interpret comparability assertions concerning large-scale educational assessments as well as how to ensure greater comparability by paying close attention to key aspects of assessment design, content, and procedures. The goal of the volume is to provide guidance to relevant state-level educational assessment and accountability decision makers, leaders, and coordinators; consortia members; technical advisors; vendors; and the educational measurement community regarding how much and what types of variation in assessment content and procedures can be allowed, while still maintaining comparability across jurisdictions and student populations. At the same time, the larger takeaways from this volume will hopefully provide guidance to policy makers using assessment data to enact legislation and regulations and to district- and school-level leadership to determine resource allocations, and also provide greater contextual understanding for those in the media using test scores to make comparability determinations.
Services That Help Reduce or Prevent Child Abuse and Neglect
Author: Quintana, Erica
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Prevention,Child Abuse,Child Neglect,Home Visits,Child Development,Parenting Skills,School Readiness,Young Children,At Risk Persons,Family Needs,Child Health,Well Being,Family Income,Family Violence,Parent Education,Substance Abuse,Intervention

This brief, prepared as part of Morrison Institute for Public Policy's Spotlight on Arizona's Kids project, outlines evidence-based services that help reduce or prevent child abuse and neglect, including home visiting, parent education, domestic violence services, and substance abuse treatment.
Reaping the Rewards of the Reading for Understanding Initiative
Author: Pearson, P. David, Ed.
Date: 2020-00-00
Type: Reports - Research
Subjects: Reading Programs,Reading Comprehension,Preschool Education,Elementary Secondary Education,Program Development,Program Evaluation,Curriculum Implementation,Reading Instruction

In 2009, the U.S. Institute of Education Sciences (IES) allocated $120 million to establish the Reading for Understanding (RfU) initiative. This initiative responded to concern that children's improvement in reading comprehension had leveled off over the previous few decades, coupled with the observation that research on reading comprehension had sufficiently matured to warrant a major investment in improving student performance. The RfU initiative involved a research and development network of six interconnected teams focused on improving reading comprehension for students in pre-kindergarten (pre-K) through grade 12. The &quot;Reaping the Rewards of the Reading for Understanding Initiative&quot; report articulates findings and common themes concerning the nature and development, assessment, and the enactment of curriculum and instruction of reading comprehension. It synthesizes work both within and across the six research teams, reviewing over 200 scholarly articles from this substantial and unprecedented effort to determine what has been learned about understanding and improving reading comprehension. Key findings include: (1) the importance of emphasizing comprehension in pursuit of knowledge and insight; (2) redoubling efforts to enhance language development, both oral and written, for students across the age-span; and (3) changing the culture of classrooms to emphasize collaboration, deep comprehension, critique, and the generative use of comprehension.
Improving Institutional Circumstances for Graduate Students in Languages and Literatures: Recommendations for Best Practices and Evaluative Questions
Author: Modern Language Association of America
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Institutional Characteristics,Graduate Students,Second Language Learning,Second Language Instruction,Best Practices,Mentors,Academic Advising,Standards,Departments,Time to Degree,Program Evaluation,Financial Support,School Policy,College Faculty,Educational Improvement,Time Management,Professional Development,Job Placement,Literature,Language Teachers,Teaching Assistants

The recommendations and questions in this report enumerate key factors that may help a department answer the most important question about a graduate program: does it give its students the time and resources necessary to complete their degrees in a timely fashion? This document offers best practices in seven general areas for improving the institutional circumstances of graduate colleagues as students, scholars, teachers, and active members in the profession. The series of questions under each recommendation is intended to assist in the evaluation of policy and practice in programs and institutions. This document does not attempt to quantify thresholds of affirmative responses that could be taken to register institutional conditions as below standard, standard, or above standard. Rather, the purpose is to help faculty members, departments, and institutions identify areas of policy and practice where progress has been made and areas where change can and should be sought. The report is broken into seven sections: (1) Financial support; (2) Graduate student policies; (3) Graduate student teaching; (4) Advising and mentoring; (5) Professional development and placement support; (6) Integration into the life of the department and institution; and (7) University-wide policies. [This report was prepared by MLA's Committee on the Status of Graduate Students in the Profession.]
Language and Literature Research in Regional Comprehensive Institutions. A Report by the Modern Language Association
Author: Donlon, Anne
Date: 2020-09-00
Type: Reports - Research
Subjects: Modern Languages,Second Language Learning,Second Language Instruction,College Faculty,Literature,Cultural Education,Classification,Higher Education,Librarians,Academic Libraries,Scholarship,Professional Isolation,Capstone Experiences,Institutional Characteristics,Library Services,Teacher Attitudes,Open Educational Resources,Tenure,Faculty Promotion,Accountability,Information Seeking,Databases,Communities of Practice,Colleges,Universities,Access to Information

The MLA's report &quot;Language and Literature Research in Regional Comprehensive Institutions&quot; identifies and documents the research support needs of faculty members in the disciplines of literature and language, cultural studies, and writing studies in the United States and its territories, focusing on institutions considered regional comprehensives under the Carnegie Classification of Institutions of Higher Education. This report reflects research conducted by MLA staff members as part of a larger project, cosponsored with Ithaka S+R as part of its ongoing Research Support Services program, which involved teams of librarians at fourteen colleges and universities in addition to the MLA team. The MLA's report identifies a need for increased support at regional comprehensive institutions in four major areas: undertaking public scholarship, discovery and access to research materials beyond home library collections, managing the workflow of scholarly research, and reducing professional isolation. Links to the reports from participating institutions and a capstone report prepared by Ithaka S+R can be found at the end of the MLA report.
Students Who Are Deaf or Hard of Hearing. Report to the Legislature as Required by Minnesota Statutes, Section 125A.63
Author: Minnesota Department of Education
Date: 2017-00-00
Type: Reports - Research
Subjects: Student Characteristics,Age Differences,Gender Differences,Racial Differences,Ethnicity,Language Usage,Graduation Rate,Special Education,Special Needs Students,Mathematics Achievement,Reading Achievement,Instructional Program Divisions,Geographic Regions,Enrollment,State Legislation,Access to Education,Teacher Competencies,Specialists,Educational Needs,Teacher Certification,Comorbidity,Elementary Secondary Education,Deafness,Hearing Impairments,Faculty Development,Deaf Interpreting,Cooperative Planning,Eligibility,Transitional Programs,Postsecondary Education,Early Intervention,American Sign Language

This biennial report contains information about the efforts and initiatives of education-based agencies, departments, and individuals in Minnesota who served students who were deaf or hard of hearing (D/HH) during the 2015-16 and 2016-17 school years. The report also summarizes the results for students who took the Minnesota Comprehensive Assessment (MCA) tests both statewide and regionally. Test results are summarized for all students, students in special education, and students who were D/HH. Additionally, the report contains Post-secondary Outcome data and Child Outcome Summary Forms (COSF) data for students ages birth to 3 years old who are D/HH. There are challenges in reporting data for a diverse, low-incidence disability group, such as students who are D/HH or deafblind (DB). Readers should consider the diversity and heterogeneity within this broad group of learners with hearing loss and the range of variables that affect their educational outcomes. For a glossary of terms related to this subject matter, see Appendix A. The report concludes with a set of recommended actions for the Minnesota Department of Education (MDE) related to the education of students who are D/HH.
Authorial Voice in Islamic College English Department Students&apos; Argumentative Writing
Author: Afifi, Nur
Date: 2014-11-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Islam,College Students,Writing Instruction,Persuasive Discourse,Essays,Authors,Difficulty Level,Writing Skills,Departments,Rating Scales,Cultural Influences,Foreign Countries,Writing Evaluation,Religious Education

While considered elusive and abstract, authorial voice is paramount in English writing. Unfortunately, many of Indonesian EFL learners found it is highly challenging to show their voice in their writing. The importance of voice is even exaggerated in argumentative writing, since this kind of writing needs obvious stance of the writer. This study investigates the authorial voice students made in their argumentative writing. The purpose of this study is to gain the picture of students' writing ability especially in authorial voice to map the road in guiding the next writing classes. The object of the study is the argumentative writing made by English department students at one Indonesian State College of Islamic Studies in their writing III course. Using Hyland's interactional model of voice (2008) the data analysis results the authorial presence in the essays is in position 2 at 0-4 scale which means the reader feels somehow weak presence of the authorial voice in the essay. This result confirms the findings of some previous studies that EFL learners especially from 'interdependent' cultural background tend to find this authorial voice difficult in writing English essay.
To Make Big Changes for Students, Teachers Should Think a Little Smaller
Author: Pearsall, Glen
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Educational Change,Teaching Methods,Classroom Techniques,Questioning Techniques,Intervention,Student Behavior,Reflection,Feedback (Response)

While districts and policymakers focus on sweeping changes to schools, teachers can get big results by making comparatively small changes to their daily practice. This companion piece to the McREL book &quot;Tilting Your Teaching&quot; introduces you to the seven Simple Shifts--adjustments that every teacher can make immediately to turn dodgy classroom situations into engaging learning opportunities. And the paper shows how the Simple Shifts can be adapted to online learning to help teachers thrive in the COVID-19 environment. [For &quot;Tilting Your Teaching: Seven Simple Shifts That Can Substantially Improve Student Learning,&quot; see ED606018.]