ethanporcaro/eric-fulltext-meta huggingface dataset:
Next Generation Accountability: Creating Performance Frameworks for Student Success
Author: Aurora Institute
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Accountability,Educational Policy,Educational Improvement,Best Practices,Educational History,Elementary Secondary Education,Educational Legislation,Federal Legislation,Foreign Countries

Next generation accountability systems can empower states, districts, communities, and schools with timely, relevant information and provide the capacity to analyze and continuously improve instruction and learning. After 21 years of the current accountability framework in federal and state policy in the United States, there is growing recognition that it is not working for students, families, and communities to improve teaching and learning, nor preparing them for the future. This issue brief explores how policymakers can approach rethinking, redesigning, and rearchitecting next generation accountability systems.
School Segregation, Teacher Sorting, and the Distribution of Teachers. EdWorkingPaper No. 22-659
Author: James, Jessalynn
Date: 2022-09-00
Type: Reports - Research
Subjects: School Segregation,Instructional Effectiveness,Outcomes of Education,Minority Group Students,African American Students,Hispanic American Students,Economically Disadvantaged,Beginning Teachers,Academic Achievement

The distribution of teaching effectiveness across schools is fundamental to understanding how schools can address disparities in educational outcomes. Research and policy have recognized the importance of teaching effectiveness for decades. Five stylized facts predict that teachers should be differentially allocated across schools such that poor, Black and Hispanic students are taught by less qualified and less effective teachers. Yet, research is unclear whether these predictions have empirical support. Our purpose is to better understand whether there are meaningful differences in teacher effectiveness among schools. We find that poor, Black and Hispanic students are more likely to be taught by novice teachers when they live in more segregated metropolitan statistical areas (MSAs). Moreover, the geographic nature of segregation varies across MSAs. Differentiating segregation within urban districts and segregation between urban districts and outlying districts in the same MSAs is essential to understanding poor students' exposure to novice teachers and policies that address these disparities. We find that poor, Black and Hispanic students are 50 percent more likely to be exposed to at least one novice teacher during elementary school compared to their more affluent white peers. These results raise questions regarding the enforcement of Every Student Succeeds Act (ESSA) requirements on the distribution of teacher qualifications and quality.
Foster Youth in Special Education: Independent Living
Author: Bell, Michael A.
Date: 2023-04-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Foster Care,Adolescents,Special Education,Adjustment (to Environment),Independent Living,Barriers,Students with Disabilities,Placement,Mental Health,Mentors,Achievement Gap,Community Colleges,Housing,Homeless People,Agency Cooperation,Transitional Programs,Needs,Resources,Access to Education,Postsecondary Education,Interpersonal Communication,Readiness

The purpose of this study was to explore reasons why adolescent youth from foster care and in special education, including those who are newly emancipated from the foster care system, have difficulty transitioning into independent living. The study was guided by one research question: What difficulties do students who receive special education services and become emancipated from the foster care system face when transitioning into independent living? Based on several interviews with Thomas, a 19-year-old, emancipated foster youth who received special education services while in school, four life factors (instability of placement and school, mental health, mentors, and lack of communication) and three causational themes (movement, relationship, and academics) materialized. It is clear from the interview findings that foster youth needs an array of assistance to transition into independent living.
Assessing Differential Item Functioning in a Teacher Self-Assessment of Cultural Responsiveness
Author: Fallon, Lindsay M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Test Bias,Self Evaluation (Individuals),Culturally Relevant Education,Measures (Individuals),Minority Group Teachers,White Teachers,Minority Group Students,Beginning Teachers,Experienced Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Item Response Theory

The &quot;Assessment of Culturally and Contextually Relevant Supports&quot; (ACCReS) was developed in response to the need for well-constructed instruments to measure teachers' cultural responsiveness and guide decision-making related to professional development needs. The current study sought to evaluate the presence of differential item functioning (DIF) in ACCReS items and the magnitude of DIF, if detected. With a national sample of 999 grade K-12 teachers in the U.S., we examined measurement invariance of ACCReS items in relation to responses from (a) racially and ethnically minoritized (REM) and White teachers (teacher race), (b) teachers in schools with 0-50% and 51-100% REM youth (student race), and (c) teachers with &lt;1-5 years of teaching experience and teachers with &gt;5 years of experience. Findings suggested that ACCReS items exhibited negligible levels of DIF. The lack of DIF found provides additional evidence for the validity of scores from the ACCReS to assess teachers' cultural responsiveness. Furthermore, descriptive analyses revealed that teachers were more likely to agree with items pertaining to their own classroom practice than items related to access to adequate training and support. Results inform implications for future educational and measurement research. [This paper was published in &quot;Journal of Psychological Assessment&quot; 2021 (EJ1312232).]
The Power to Explain Variability in Intervention Effectiveness in Single-Case Research Using Hierarchical Linear Modeling
Author: Moeyaert, Mariola
Date: 2021-00-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Intervention,Research Design,Participant Characteristics,Monte Carlo Methods,Statistical Analysis,Case Studies

This study investigated the power of two-level hierarchical linear modeling (HLM) to explain variability in intervention effectiveness between participants in context of single-case experimental design (SCED) research. HLM is a flexible technique that allows the inclusion of participant characteristics (e.g., age, gender, and disability types) as moderators, and as such supplements visual analysis findings. First, this study empirically investigated the power to estimate intervention and moderator effects using Monte Carlo simulation techniques. The results indicate that larger values for the true effects and the number of participants resulted in a higher power. The more moderators added to the model, the more participants needed to detect the effects with sufficient power (i.e., power [greater than or equal to]0.80). When a model includes three moderators, at least 20 participants are required to capture the intervention effect and moderator effects with sufficient power. For that same condition, but only including one moderator, seven participants are sufficient. Specific recommendations for designing a SCED study with sufficient power to estimate intervention and moderator effects were provided. Second, this study introduced a newly developed user-friendly point and click Shiny tool, &quot;PowerSCED.&quot; This tool assists applied SCED researchers in designing a SCED study that has sufficient power to detect intervention and moderator effects. To end, the use of HLM with the inclusion of moderators was demonstrated using two previously published SCED studies in the journal &quot;School Psychology Quarterly.&quot;
Promoting Teachers&apos; Implementation of Culturally and Contextually Relevant Classwide Behavior Plans
Author: Fallon, Lindsay M.
Date: 2018-00-00
Type: Reports - Research
Subjects: Program Implementation,Positive Behavior Supports,Culturally Relevant Education,Student Behavior,Behavior Modification,Teachers,Self Evaluation (Individuals),Fidelity,Feedback (Response),Learner Engagement

Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse (CLD), many have called for adopting a multi-tiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students' learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate if teachers who self-assessed their own use of culturally and contextually relevant practices would implement a classwide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan. [This paper was published in &quot;Psychology in the Schools&quot; (EJ1169673).]
The Public, Parents, and K-12 Education: A National Polling Report [November 2021]
Author: EdChoice
Date: 2021-11-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Opinions,Attitudes,Elementary Secondary Education,Emergency Programs,COVID-19,Pandemics,Nontraditional Education,Small Group Instruction,Immunization Programs,Educational Resources,Curriculum,Parent School Relationship,Communication (Thought Transfer),School Choice

This poll was conducted between November 6-November 12, 2021 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Nearly three out of four school parents feel comfortable with their child returning to school in November, an increase of six points since October; (2) Parent interest in either participating in or looking to form/join a learning 'pod' slightly increased in November; and (3) School parents are much more likely to want schools to prioritize and focus on student resources, curriculum, communications, and transportation, compared to vaccine requirements. This report highlights findings pertaining to: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.
The Views of Special Education Parents: Schooling Experiences and Opinions during the COVID-19 Pandemic--A National Polling Report [November 2021]
Author: EdChoice
Date: 2021-11-00
Type: Numerical/Quantitative Data
Subjects: Parents,Special Education,Control Groups,Opinions,Experience,COVID-19,Pandemics,School Closing,Home Schooling,Blended Learning,Educational Resources,Individualized Education Programs,Weekend Programs,Summer Schools,School Choice,Parent Attitudes

Unless otherwise noted, data and charts are based on surveys conducted between July 14 and October 16, 2021 among a sample of 1,007 special education parents and 3,648 non-special needs parents. The interviews were administered online and the data were weighted to approximate a target sample of parents based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Both special education parents and non-special needs parents have had similar levels of comfort with their child returning to school in the first months of the new school year; (2) Two-thirds of special education parents would like to have their child be schooled at home at least one day per week; and (3) Compared to non-special needs parents, special education parents find much more value in resources aimed to help their child--especially individualized learning plans, additional summer school offerings, and additional school days on the weekend. This report highlights findings related to: (1) COVID-19 and schooling; (2) views on K-12 education; (3) school choice policies; and (4) the survey profile and demographics.
The Effect of Motivation to Participate in Sports on Happiness Level in University Students
Author: Öktem, Tuncay
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,College Athletics,Athletes,Student Motivation,Student Participation,Psychological Patterns,Foreign Countries,Attitude Measures

In this study, it was aimed to investigate the effect of individuals' motivation to participate in sports on their happiness level. This study is a descriptive survey study on the impact of Bayburt University students' attitudes about sports on their levels of happiness. This study is a descriptive survey study on the impact of Bayburt University sports sciences faculty students' participation motivation to sports on their levels of happiness. The population of this study, which examined the effect of motivation to participate in sports on happiness level, consisted of students studying at Bayburt University. The sample consisted of a total of 357 people, 129 of whom were female and 228 of whom were male, studying in different departments of the sports sciences faculty of the same university. &quot;Personal Information Form&quot;, &quot; Participation Motivation Questionnaire &quot; and &quot;Oxford Happiness Questionnaire-Short Form&quot; were used as data collection tools. SPSS 25 package program was used for statistical analysis. Normality test, spearman correlation and simple linear regression analysis were used in the analysis of the data. When the effect of the participants' motivation to participate in sports on their happiness levels is investigated, it is seen that motivation to participate in sports has a significant effect on the happiness levels of university students. In conclusion, considering the findings obtained from the research, it is seen that there was a relationship between motivation to participate in sports and happiness in the study, and that motivation to participate in sports had an effect on the happiness levels of individuals.
Systematic Review of Smart Classroom for Hard Skills Training in Augmented and Virtual Reality Environments
Author: Jantakun, Thiti
Date: 2023-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Computer Simulation,Intelligent Tutoring Systems,Skill Development,Job Skills,Job Training,Work Environment

Advances in augmented and virtual reality (AVR) technology have allowed for the development of AVR interactive learning environments (AVR-ILEs) with increasing fidelity. When paired with a suitably capable computer tutor agent, such environments can permit adaptive and self-directed learning of procedural skills in some cases. We undertook a comprehensive review of published smart classroom (SC) solutions to facilitate hard skills training in AVR-ILEs. We established the learning context and implemented support for hard skills training for each of the seven solutions that qualified for the final analysis. Typically, AVR-ILEs mimic realistic work conditions or equipment. The aim of this study is to solutions featuring a smart classroom for hard skills training in an AVR-ILEs have been described. In the study, it is also aimed to types of AVR-ILEs from a smart classroom (SC) have been implemented to support hard skills training. This systematic review is based on the reporting criteria of PRISMA 2020 and the scope of the study consists of 9 academic studies including the keyword &quot;smart classroom&quot; and the keywords &quot;augmented reality&quot; or &quot;virtual reality&quot; in academic studies scanned in Scopus, IEEE Xplore, Eric, ScienceDirect and ACM Digital Library. In this study, the distribution of the studies used in the Smart Classroom for Hard Skills Training in Augmented and Virtual Reality Environments (SCHST-AVRE) by solution, domain, country, concept description, country, reviewed papers, learning objective(s), learning tasks, and the context of the technology used is included. In order to contribute to the research on the AVR-ILEs, it has been tried to determine the opportunities and risks that teaching in the SCHST-AVRE can offer to the field of education. In addition, it is thought that this study will shed a light on future studies.
Physical Education Assessment Report, Evaluation 2000-2001. Publication Number 00.08
Author: Huskey, Barton
Date: 2002-02-00
Type: Reports - Research
Subjects: Physical Education,School Districts,Reports,Parent Attitudes,Teacher Attitudes,Student Attitudes,Testing,Benchmarking,Academic Standards,Course Content,Elementary Education,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Psychomotor Skills,Student Evaluation,Learner Engagement,Skill Development

This report summarizes the advantages and disadvantages of administering the Physical Education Assessment Report (PEAR) during its pilot year in Austin Independent School District (AISD).
Summer Opportunity to Accelerate Reading (S.O.A.R.) Evaluation, 2001. Publication Number 00.10
Author: Curry, Janice
Date: 2001-12-00
Type: Reports - Research
Subjects: Summer Programs,Reading Programs,Primary Education,Literacy Education,Reading Instruction,Kindergarten,Grade 1,Grade 2,Student Characteristics,At Risk Students,Attendance,Teacher Student Ratio,Teaching Experience,Program Effectiveness,Achievement Gains,Faculty Development,Parent Participation,Reading Achievement,Educational Finance

This report summarizes evaluation results for AISD's Summer Opportunity to Accelerate Reading (SOAR) program during summer 2001.
Prekindergarten Evaluation, 2000-01. Publication Number 00.09
Author: Curry, Janice
Date: 2001-09-00
Type: Reports - Evaluative
Subjects: Preschool Education,Grants,Student Characteristics,At Risk Students,Access to Education,Faculty Development,Program Effectiveness,Vocabulary,Receptive Language,English,Spanish,Limited English Speaking,School Schedules,Public Education,Preschool Teachers,Academic Achievement

This report summarizes evaluation results from AISD's prekindergarten program during school year 2000-2001.
Austin Collaborative for Mathematics Education and Campus Support Initiative, 2000-01 Evaluation. Publication Number 00.13
Author: Batchelder, Michelle
Date: 2002-03-00
Type: Reports - Evaluative
Subjects: Mathematics Education,Mathematics Achievement,Program Effectiveness,Teacher Role,School Personnel,Role,Inquiry,Academic Standards,Principals,Administrator Attitudes,Financial Support,Specialists,Elementary Schools,Middle Schools,School Districts,Professional Development,Grants,Educational Improvement,Educational Needs

This report summarizes evaluation results from AISD's Austin Collaborative for Mathematics Education (ACME) and campus support initiative during school year 2000-2001.
EXPLORE Pilot Evaluation Report, 2000-2001. Publication Number 00.14
Author: Huskey, Barton
Date: 2001-11-00
Type: Reports - Evaluative
Subjects: School Districts,Pilot Projects,Costs,Decision Making,Evaluation Methods,College Entrance Examinations,Achievement Tests,Standardized Tests,Career Planning,Testing,Item Analysis,Administrator Attitudes,Test Use,Grade 9,High School Students,Teacher Attitudes,Student Attitudes,Counselor Attitudes

This report summarizes evaluation results on the costs and benefits of administering ACT's EXPLORE assessment in AISD during its pilot year in 2000-2001.
The Literacy Skills of Returning and First-Year Children in Head Start Programs. CEME Technical Report. CEMETR-2014-02
Author: Baddouh, Priscila G.
Date: 2014-03-00
Type: Reports - Research
Subjects: Preschool Children,Federal Programs,Early Intervention,Social Services,Low Income Students,Scores,Outcomes of Education,Emergent Literacy,Individualized Education Programs

The benefits of preschool, especially for low-income children, have been a major research and policymaking question in the last decades. As more children are starting preschool at the age of 3, and, with the development of programs like Early Head Start, understanding the effect of early literacy interventions for young children became indispensable. This quantitative study was designed to investigate whether children who return to a Head Start program (for a second year or from an Early Head Start Program) have different literacy skills and perform better than newly enrolled children, and to compare returning children's literacy skills from rural, suburban and urban centers. This study uses the Language and Emerging Literacy Assessment (LELA) and analyzes the literacy scores of 2,305 3- and 4-year olds, from 39 Head Start centers in Alabama. The results reveal that returning children have higher literacy skills, but the return effect in centers differs depending on center's location, percentage of 3 year olds, and percentage of ESL children.
GEAR UP Austin: Impacting Lives Project, 2000-2001 Evaluation. Publication 00.19
Author: Alderete, Karen
Date: 2001-12-00
Type: Reports - Evaluative
Subjects: Grade 7,Low Income Students,At Risk Students,Partnerships in Education,College Readiness,Academic Achievement,Intervention,Program Effectiveness,Academic Support Services,School Counseling,Faculty Development,Family Involvement,Mentors,Tutors,Budgets,Costs,Summer Programs,Camps,College Entrance Examinations

This report summarizes the 2000-2001 program evaluation results of AISD's GEAR UP program.
Bilingual Education/ESL Program Evaluation, 2001-02. Publication Number 01.06
Author: Austin Independent School District (AISD)
Date: 2002-11-00
Type: Reports - Evaluative
Subjects: Bilingual Education,English (Second Language),English Language Learners,Spanish Speaking,Language Proficiency,Elementary Secondary Education,Reading Achievement,Mathematics Achievement,Faculty Development,Achievement Gap,Language of Instruction,Student Needs,Second Language Learning,Data Collection,Writing Achievement

This report summarizes evaluation results for the Austin Independent School District (AISD) bilingual education and English as a second language programs for the 2001-2002 school year.
A Review and Analysis of School Climate Measures for School Counseling Professionals. CEME Technical Report. CEMETR-2015-02
Author: Olsen, Jacob
Date: 2015-09-00
Type: Information Analyses
Subjects: Educational Environment,Measurement Techniques,Evaluation,School Counseling,School Counselors,Quality of Life,Elementary Schools,Middle Schools,High Schools,Decision Making,Educational Assessment

Most professionals agree that shared beliefs, values, and attitudes that frame interactions and set standards for behavior are important to the success of the staff and students in America's schools. Researchers have documented that student achievement, dropout rates, problem behavior, and teacher retention are related to school climate and few deny the need for schools to be and remain positive environments. In this article, we focused on addressing key questions facing school counseling professionals charged with measuring school climate. We review both the context and practice of documenting the quality and character of life in elementary, middle, and high schools and provide a systematic review and analysis of measures that we believe serves as a preliminary consumer's guide for professionals engaged in important levels of decision making related to monitoring and improving what goes on in schools.