ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Instruction: Measuring the Impact of Technology-Enhanced, Student-Centered Learning on the Academic Engagement, Skills Acquisition, and Achievement of Underserved Students
Author: LaBanca, Frank
Date: 2015-04-00
Type: Reports - Research
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Student Centered Learning,Learner Engagement,Academic Achievement,At Risk Students,Science Achievement,Science Instruction,Mathematics Instruction,Urban Schools,High School Students,STEM Education,Grade 9,Program Effectiveness,Grade 10,Grade 11,Grade 12

Research on blended learning's effect on student motivation has been largely limited to undergraduate and adult populations. To address this gap in research, a mixed methods approach is used to examine the impact of the STEM21 Academy's blended instructional approach on 9th-grade students' (1) engagement in science and mathematics learning; (2) acquisition of 21st century and inquiry skills; and (3) academic achievement in science. Additionally, the study examines the impact that blended instruction practices had on underserved students in particular. This study was completed within the context of a larger, longitudinal research study in 12 urban high schools in Connecticut and Massachusetts. As such, the examination is multifaceted and sits within a larger body of research that examines the affective and cognitive impact of blended instruction on students in grades 9-12. [This report was co-produced by Education Connection, one of Connecticut's six Regional Service Centers.]
2018 NSSME+: Trends in U.S. Mathematics Education from 2012 to 2018
Author: Malzahn, Kristen A.
Date: 2020-11-00
Type: Reports - Research
Subjects: National Surveys,Mathematics Teachers,Teacher Surveys,Mathematics Education,Computer Science Education,Teacher Background,Teacher Attitudes,Beliefs,Faculty Development,Decision Making,Educational Objectives,Learning Activities,Educational Resources,Influences,Elementary School Teachers,Secondary School Teachers,Teacher Characteristics,Courses,Time on Task,Professional Autonomy,Mathematics Curriculum

In 2018, the National Science Foundation supported the sixth in a series of surveys through a grant to Horizon Research, Inc. (HRI). This series of studies has been known as the National Survey of Science and Mathematics Education (NSSME). The 2018 iteration of the study included an emphasis on computer science, particularly at the high school level, which is increasingly prominent in discussions about K-12 STEM education and college and career readiness. The 2018 NSSME+ (the plus symbol reflecting the additional focus) was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. This report focuses on trends in mathematics education between 2012 and 2018. The research questions addressed by the study were: (1) To what extent do computer science, mathematics, and science instruction reflect what is known about effective teaching? (2) What are the characteristics of the computer science/mathematics/science teaching force in terms of race, gender, age, content background, beliefs about teaching and learning, and perceptions of preparedness? (3) What are the most commonly used textbooks/programs, and how are they used? (4) What influences teachers' decisions about content and pedagogy? (5) What formal and informal opportunities do computer science/mathematics/science teachers have for ongoing development of their knowledge and skills? and (6) How are resources for computer science/mathematics/science education, including well-prepared teachers and course offerings, distributed among schools in different types of communities and different socioeconomic levels? Complete details of the study--sample design, sampling error considerations, instrument development, data collection, and file preparation and analysis--as well as copies of the instruments are included in the &quot;Report of the 2018 NSSME+&quot; (ED598121). The report is organized into the following major topical areas: mathematics teachers' backgrounds and beliefs; teachers' opportunities for professional development; time spent on mathematics in the elementary grades and mathematics offerings at the secondary level; instructional objectives of mathematics classes and the activities teachers use to achieve these objectives; availability and use of various types of instructional resources; and factors that are likely to affect mathematics instruction, including school-wide programs, practices, and problems.
The Better Math Teaching Network Year One: Developmental Evaluation Report
Author: Russell, Jennifer Lin
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Secondary School Mathematics,High School Teachers,Teacher Attitudes,Program Effectiveness,Educational Change,Algebra,Student Centered Learning,Mathematics Teachers,Teacher Participation,Networks,Educational Environment,Teacher Role,Learner Engagement,Educational Improvement,Rural Schools,Teacher Collaboration,Change Strategies,Student Surveys,Coaching (Performance),Educational Needs,Teacher Leadership,Interaction,Teaching Conditions

The Better Math Teaching Network (BMTN) is looking to transform high school math instruction in New England and beyond. Through this network, researchers and practitioners are working together to make high school Algebra I classes more student centered. This report outlines findings from the first year of this developmental evaluation of the Better Math Teaching Network. The aim was to provide a descriptive and analytic portrait of the network's first year of operation. The authors drew on a range of data sources to examine this networked improvement community (NIC) in action, including: (1) Observations of whole- and small-group network meetings; (2) Interviews with participating teachers conducted at multiple time points throughout the year; (3) Teachers' responses to a survey designed to measure teachers' experiences with key features of the NIC concept; (4) Analysis of teachers' formal and informal connections to one another that are facilitated by the network; (5) Documentation teachers generate through their improvement cycles; and (6) Classroom observations and follow-up interviews with a small sample of teachers. The findings are presented in two ways. First, the authors present three in-depth case studies that describe how teachers with different motivations, experiences, and local contexts benefited from participation in the network. Then chart essays are presented, which describe key themes that emerged from the authors' analyses.
2020-2021 WIDA Assessment Guidance
Author: Indiana Department of Education (IDOE), Office of Student Assessment
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Language Proficiency,Elementary Secondary Education,Test Results,Testing Accommodations,Students with Disabilities,Language Tests,Student Placement,Evaluation Criteria,Coordinators,Administrators,Training,Testing,Scheduling,Pacing

The &quot;2020-2021 WIDA Assessment Guidance&quot; provides information on the following 14 topics: (1) English Language Proficiency Requirements; (2) WIDA Assessments in Grades K-12; (3) WIDA ACCESS Annual Assessments Test Window; (4) Participation Requirements; (5) Indiana English Learner Entrance and Exit Criteria; (6) Scheduling and Timing Guidance; (7) Translation of Directions in Native Language; (8) Test Results and Reporting; (9) User Roles and Responsibilities; (10) Training Requirements; (11) Testing Modes and Technology Guidance; (12) WIDA Accessibility Features and Accommodations; (13) English Learners with Disabilities; and (14) Contact Information and Resources. [For &quot;2019-2020 WIDA Assessment Guidance,&quot; see ED603707.]
2018 NSSME+: Trends in U.S. Science Education from 2012 to 2018
Author: Smith, P. Sean
Date: 2020-02-00
Type: Reports - Research
Subjects: National Surveys,Science Teachers,Teacher Surveys,Science Education,Teacher Background,Teacher Attitudes,Beliefs,Faculty Development,Decision Making,Educational Objectives,Learning Activities,Educational Resources,Influences,Elementary School Teachers,Secondary School Teachers,Teacher Characteristics,Courses,Science Curriculum,Professional Autonomy

In 2018, the National Science Foundation supported the sixth in a series of surveys through a grant to Horizon Research, Inc. (HRI). This series of studies has been known as the National Survey of Science and Mathematics Education (NSSME). The 2018 iteration of the study included an emphasis on computer science, particularly at the high school level, which is increasingly prominent in discussions about K-12 STEM education and college and career readiness. The 2018 NSSME+ (the plus symbol reflecting the additional focus) was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. This report focuses on trends in mathematics education between 2012 and 2018. The research questions addressed by the study were: (1) To what extent do computer science, mathematics, and science instruction reflect what is known about effective teaching? (2) What are the characteristics of the computer science/mathematics/science teaching force in terms of race, gender, age, content background, beliefs about teaching and learning, and perceptions of preparedness? (3) What are the most commonly used textbooks/programs, and how are they used? (4) What influences teachers' decisions about content and pedagogy? (5) What formal and informal opportunities do computer science/mathematics/science teachers have for ongoing development of their knowledge and skills? and (6) How are resources for computer science/mathematics/science education, including well-prepared teachers and course offerings, distributed among schools in different types of communities and different socioeconomic levels? Complete details of the study--sample design, sampling error considerations, instrument development, data collection, and file preparation and analysis--as well as copies of the instruments are included in the &quot;Report of the 2018 NSSME+&quot; (ED598121). The report is organized into the following major topical areas: science teachers' backgrounds and beliefs; teachers' opportunities for professional development; time spent on science in the elementary grades and science offerings at the secondary level; instructional objectives of science classes and the activities teachers use to achieve these objectives; availability and use of various types of instructional resources; and factors that are likely to affect science instruction, including school-wide programs, practices, and problems.
Postsecondary Education Services for Students in the Vermont Linking Learning to Careers Program. Issue Brief
Author: Martin, Frank
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: High School Students,Students with Disabilities,Vocational Rehabilitation,Teamwork,Postsecondary Education,Employment Qualifications,Job Skills,Job Training,School Counseling,Access to Education,Dual Enrollment,Career Readiness,College Readiness,Career Exploration

The Vermont Linking Learning to Careers (LLC) program is a five-year statewide initiative designed by Vermont's Division of Vocational Rehabilitation (DVR). The program, which began enrolling students in July 2017, is intended to improve the employment and postsecondary educational outcomes of high school students who have disabilities. LLC uses a team-based approach and provides enhanced services on top of the usual services that eligible high school students typically receive from schools and state vocational rehabilitation (VR) agencies. One of these enhanced services is additional postsecondary education assistance from dedicated LLC staff and the Community College of Vermont (CCV), a primary partner for the program. CCV has 12 campuses across the state (closely aligned with DVR's 12 district offices), thus enabling students who are enrolled in LLC to access the college's offerings. This brief describes LLC's postsecondary education services.
50th Annual Survey Report on State-Sponsored Student Financial Aid: 2018-2019 Academic Year
Author: National Association of State Student Grant and Aid Programs (NASSGAP)
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Grants,State Aid,Student Loan Programs,Work Study Programs,Tuition,Merit Scholarships,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges

Each year, National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 50th annual survey, represents data from academic year 2018-19. This report provides data regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Information in this report is based on academic year 2018-19 data from the 50th Annual NASSGAP survey. Data highlights include: (1) In the 2018-19 academic year, the states awarded about $14.1 billion in total state funded student financial aid, an increase of about 3.5 percent in nominal terms and about 0.5 percent in constant dollar terms from the $13.7 billion in aid awarded in 2017-18; (2) The majority of state aid (87 percent) remains in the form of grants. In 2018-19, about 4.2 million grant awards were made representing about $12.4 billion in need and nonneed-based grant aid. This represents an increase of about 3.5 percent from the $11.9 billion in grants awarded in 2017-18. Of the grant money awarded in 2018-19, about 74 percent was need-based and 26 percent was nonneed-based, a similar percentage breakout to last year; (3) Funding for undergraduate need-based grant aid increased nationwide from $8.9 billion in 2017-18 to about $9.1 billion in 2018-19, an increase of about 1.7 percent in nominal terms; (4) Eight states (California, Texas, New York, New Jersey, Virginia, Illinois, Pennsylvania, Washington) collectively awarded about $6.1 billion in undergraduate need-based grant aid, accounting for about 68 percent of all aid of this type; and (5) States provided about 1.8 billion in nongrant student aid, including loans, loan assumptions, conditional grants, work-study, and tuition waivers. Tuition waivers represented about 45 percent of nongrant aid. [For the previous report, &quot;49th Annual Survey Report on State-Sponsored Student Financial Aid: 2017-2018 Academic Year,&quot; see ED603705.]
Financial Aid for Graduate or Professional Students
Author: Federal Student Aid (ED)
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Graduate Students,Federal Aid,Student Loan Programs,Grants,Paying for College,Eligibility,Professional Education

This brochure provides details about types of federal student aid, federal student aid eligibility requirements, other types of financial aid and sources for additional funding, and key points to consider when taking out a student loan.
Year One Program Data Summary (2015-2016) from the TPSID Model Demonstration Projects. Think College Reports
Author: Grigal, Meg
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Intellectual Disability,Students with Disabilities,Educational Legislation,Federal Legislation,Access to Education,Federal Aid,Demonstration Programs,Grants,Institutional Characteristics,Student Characteristics,Two Year Colleges,Transitional Programs,Dual Enrollment,Inclusion,Educational Certificates,Student Personnel Services,Academic Support Services,Student Participation,Place of Residence,Partnerships in Education,Agency Cooperation,Educational Finance,Sustainability,Student Financial Aid,College Housing,Credentials,Courses,Student Employment

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on programs for students with intellectual disability collected by the Think College National Coordinating Center (NCC) in 2015-2016. Data were collected from the institutions of higher education (IHEs) implementing projects under the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program funded in 2015 by the Office of Postsecondary Education (OPE), U.S. Department of Education. [For &quot;Year One Student Data Summary (2015-2016) from the TPSID Model Demonstration Projects. Think College Reports,&quot; see ED611305.]
Year One Student Data Summary (2015-2016) from the TPSID Model Demonstration Projects. Think College Reports
Author: Grigal, Meg
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Intellectual Disability,Students with Disabilities,Educational Legislation,Federal Legislation,Access to Education,Federal Aid,Demonstration Programs,Grants,Institutional Characteristics,Student Characteristics,Two Year Colleges,Transitional Programs,Dual Enrollment,Inclusion,Educational Certificates,Student Personnel Services,Academic Support Services,Student Participation,Place of Residence,Partnerships in Education,Agency Cooperation,Educational Finance,Sustainability,Student Financial Aid,Age Differences,Gender Differences,Racial Differences,Ethnicity,Enrollment,Symptoms (Individual Disorders),Social Services,Paying for College,Course Selection (Students),Student Employment,Career Development,College Housing,College Transfer Students

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on students with intellectual disability collected by the Think College National Coordinating Center (NCC) in 2015-2016. Data were collected from the institutions of higher education (IHEs) implementing projects under the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program funded in 2015 by the Office of Postsecondary Education (OPE), U.S. Department of Education. [For &quot;Year One Program Data Summary (2015-2016) from the TPSID Model Demonstration Projects. Think College Reports,&quot; see ED611305.]
Year Two Student Data Summary (2016-2017) of the TPSID Model Demonstration Projects. Think College Reports
Author: Grigal, Meg
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Intellectual Disability,Students with Disabilities,Educational Legislation,Federal Legislation,Access to Education,Federal Aid,Demonstration Programs,Grants,Institutional Characteristics,Student Characteristics,Two Year Colleges,Transitional Programs,Dual Enrollment,Inclusion,Educational Certificates,Student Personnel Services,Academic Support Services,Student Participation,Place of Residence,Educational Finance,Sustainability,Student Financial Aid,Age Differences,Gender Differences,Racial Differences,Ethnicity,Enrollment,Symptoms (Individual Disorders),Social Services,Paying for College,Course Selection (Students),Student Employment,Career Development,College Housing,College Transfer Students

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on students from Year Two (2016-2017) collected by the Think College National Coordinating Center (NCC) from the institutions of higher education (IHEs) implementing projects under the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program funded in 2015 by the Office of Postsecondary Education (OPE), U.S. Department of Education. [For &quot;Year Two Program Data Summary (2016-2017) of the TPSID Model Demonstration Projects. Think College Reports,&quot; see ED611308. For the Year One reports, see ED611305 and ED611305.]
Year Two Program Data Summary (2016-2017) of the TPSID Model Demonstration Projects. Think College Reports
Author: Grigal, Meg
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Intellectual Disability,Students with Disabilities,Educational Legislation,Federal Legislation,Access to Education,Federal Aid,Demonstration Programs,Grants,Institutional Characteristics,Student Characteristics,Two Year Colleges,Transitional Programs,Dual Enrollment,Inclusion,Educational Certificates,Student Personnel Services,Academic Support Services,Student Participation,Place of Residence,Partnerships in Education,Agency Cooperation,Educational Finance,Sustainability,Student Financial Aid,Courses,Credentials,Student Employment,College Housing

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on programs for students with intellectual disability collected by the Think College National Coordinating Center (NCC) in 2016-2017. Data were collected from the institutions of higher education (IHEs) implementing projects under the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program funded in 2015 by the Office of Postsecondary Education (OPE), U.S. Department of Education. [For &quot;Year Two Student Data Summary (2016-2017) of the TPSID Model Demonstration Projects. Think College Reports,&quot; see ED611307. For the Year One reports, see ED611305 and ED611306.]
Executive Summary of the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Fast Facts. Issue No. 19
Author: Grigal, Meg
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Intellectual Disability,Students with Disabilities,Access to Education,Demonstration Programs,Grants,Student Characteristics,Transitional Programs,Dual Enrollment,Inclusion,Student Personnel Services,Academic Support Services,Age Differences,Gender Differences,Enrollment,Social Services,Course Selection (Students),Student Employment,Career Development,College Housing,Vocational Rehabilitation

This Fast Fact provides a summary of the findings shared in the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes. [For &quot;Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Reports,&quot; see ED611253.]