ethanporcaro/eric-fulltext-meta huggingface dataset:
Short Report: Improving Motor Competence Skills in Early Childhood Has Corollary Benefits for Executive Function and Numeracy Skills
Author: Hudson, Kesha N.
Date: 2020-00-00
Type: Reports - Research
Subjects: Psychomotor Skills,Competence,Executive Function,Numeracy,Mathematics Skills,Physical Activities,Correlation,Preschool Children,Program Effectiveness,Inhibition,Short Term Memory,Preschool Education,Self Control

Previous studies have documented that individual differences in fine and gross motor skills are associated with executive function (EF) skills. This study used an experimental design to test whether participating in cognitively challenging motor skills activities was causally related to improvements in motor skills and two key indicators of school readiness: executive function and early numeracy skills. The motor skill program involved fine and gross motor game-like activities that were delivered in a small group format. Activities were socially engaging and progressively challenged children based on their motor competencies. Fifty-three preschool-aged children participated in 16 motor skill sessions across 8 weeks. There were significant treatment effects for all outcomes, such that children in the treatment condition exhibited significant improvements in motor, EF, and early numeracy skills, compared to their peers in the waitlist control condition. Treatment effects on EF skills were stronger for inhibitory control than working memory. Improvements in numeracy were most pronounced for children with initially lower levels of ability. Motor skill-based interventions are an ecologically valid and developmentally appropriate approach for fostering school readiness skills in early childhood. [This is the online version of an article published in &quot;Developmental Science&quot; (Article 13071).]
Determining Attendance and Alternatives to Seat-Time. Issue Brief
Author: Patrick, Susan
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Attendance,Educational Policy,School Closing,COVID-19,Pandemics,Distance Education,School Districts,Policy Formation,Time on Task,Learner Engagement,Student Participation,State Policy,Competency Based Education

States are grappling with policy strategies to determine attendance in the era of COVID-19 school closures and remote learning. Allowing districts and schools to develop an attendance policy using a combination of options to determine attendance can offer maximum flexibility. These options include, but are not limited to: (1) time on task (task can include engagement); (2) participation, evidence of student work; and (3) competency-based attainment with demonstrations of building skills, competencies, and knowledge. This issue brief contains examples of state policy examples for creating attendance policies for learning remotely, including competency-based attainment.
Between- and Within-Person Contributions of Simple Reaction Time to Executive Function Skills in Early Childhood
Author: Willoughby, Michael T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reaction Time,Executive Function,Preschool Children,Individual Differences,Task Analysis,Performance,Short Term Memory,Inhibition

This study tested whether the bivariate association between simple reaction time (SRT) and executive function (EF) performance that has been observed in early childhood represented a between- and/or within-person association. Up to three repeated assessments (i.e., fall, winter, and spring assessments from September to May) were available for 282 preschool-aged children (M[subscript age] = 4.2 years; 54% female) who participated in the Kids Activity and Learning Study. A series of three-level hierarchical linear models (repeated measures nested in child; child nested in classroom) was used to disaggregate the observed variation in EF and SRT into between-classroom, between-person, and within-person components. EF composite scores were regressed on two indicators of SRT, which reflected between- and within-child sources of variation, along with demographic covariates (child age, gender, and parental education). Both between-person (b = 21.2, p &lt; 0.001) and within-person (b = 13.2, p &lt; 0.001) sources of SRT variation were uniquely related to EF performance. These results are discussed with respect to interest in using SRT as a proxy for foundational cognitive processes that contribute to EF task performance in early childhood, including the appropriateness of using SRT to refine EF task scores.
Strengthening Local Assessment Systems for Personalized, Proficiency-Based Education: Strategies and Tools for Professional Learning. Issue Brief
Author: Fitzsimmons, Pat
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Faculty Development,School Districts,Summative Evaluation,Formative Evaluation,Performance Based Assessment,Educational Quality,State Standards,State Departments of Education,Benchmarking,Self Evaluation (Groups),Competency Based Education,Student Developed Materials,Personal Autonomy,Student Evaluation,Elementary Secondary Education,Kindergarten

Local comprehensive assessment systems (LCAS) are essential for ensuring equitable learning opportunities for all students. They have the potential to ensure that each and every learner meets high expectations that are set across all content areas. The Vermont Agency of Education held convenings with educational leaders to refine tools and investigate resources that can improve local systems of assessments that support personalized, proficiency-based learning. This report describes Vermont's convenings to support schools, districts, and other education organizations seeking to create high-quality local comprehensive systems of assessments. It can serve as a resource for schools, districts, and states that are working toward improving their own assessment systems. Readers will learn about the rationale and essential components, formative and summative performance assessments, and student-designed performance assessments.
2020 Marketing and Recruitment Practices for Undergraduate Students: Effective Practices for Undergraduate Recruitment at Four-Year Colleges and Universities, as Rated by Campus Officials from 151 Institutions
Author: Ruffalo Noel Levitz (RNL)
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Marketing,Student Recruitment,Undergraduate Students,Best Practices,Advertising,Enrollment Management,Family Involvement,Disproportionate Representation,Minority Group Students,Technology Uses in Education,Private Colleges,Public Colleges,Outreach Programs,Computer Mediated Communication,Electronic Mail,Social Media

As the student search process becomes more digitally driven, are colleges and universities aligning their marketing and recruitment practices with the students they are targeting? This college recruitment practices report discusses which strategies and practices are most used and rated as the most effective. This report surveyed 151 four-year colleges and universities to reveal: (1) the top 10 most effective outreach strategies and tactics for marketing and recruitment; (2) which channels and calls to action campuses use with their digital advertising; (3) the management practices rated as most effective by enrollment managers; (4) how campuses are engaging families during the search process; and (5) how many institutions have recruitment strategies for underrepresented students. This report also provides key takeaways and insights into opportunities campuses can take right now.
Early Literacy Skill Growth in Spanish-Speaking Children with and at Risk for Disabilities in Early Childhood
Author: Wackerle-Hollman, Alisha K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Spanish Speaking,At Risk Persons,Skill Development,Reading Difficulties,Phonological Awareness,Alphabets,Preschool Children,Language Impairments,Speech Impairments,Developmental Delays,Knowledge Level,Progress Monitoring,Bilingualism,Testing

For young Spanish-English dual language learners (SE-DLLs), early literacy skills, including phonological awareness and alphabet knowledge in Spanish as well as English, are crucial to their reading success. However, there is a lack of research about how SE-DLLs develop early literacy skills, and how their rates of performance can inform evidence-based intervention. This article examined to what degree SE-DLLs with disabilities or at risk for later reading difficulties on early literacy skills demonstrated growth on English and Spanish measures of early literacy when compared with their typically developing peers. Hierarchical linear modeling was used to analyze growth for 325 SE-DLLs on four Individual Growth and Development Indicators that assessed phonological awareness and alphabet knowledge in English and Spanish. Results indicated that at-risk and typically developing children showed significant slopes for all measures and that at-risk children grew faster than typically developing children on Spanish alphabet knowledge measures. [This article was published in &quot;Topics in Early Childhood Special Education&quot; (EJ1257815).]
Promoting Children&apos;s Reading Motivation with Culturally Relevant Reading Education
Author: Ha, Cheyeon
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Motivation,Culturally Relevant Education,Reading Instruction,Summer Programs,Reading Programs,African American Students,Learner Engagement,Self Efficacy,Personal Autonomy,Self Determination,Competence,Interpersonal Relationship

This study explored how a culturally relevant summer reading program may empower young Black students through social action and opportunities for reading engagement, thus supporting their reading motivation. The North Florida Freedom Schools (NFFS) was designed to realize social justice by providing free educational opportunities, especially for underserved children. Within this context, we explored the students' autonomous reading motivation and relevant variables to explain how the summer programming may support their motivation to read. In this mixed-methods study, we found that students' autonomous motivation to read was positively related to their self-efficacy, autonomy, relatedness, and controlled motivation to read. Building positive social relationships and supporting autonomy were important factors in explaining students' high autonomous motivation in NFFS. Moreover, students reported that participation in NFFS inspired them to effectively engage in reading activities and believe in the value of social action (i.e., how people could contribute to making a better community).
Northern Lights on Civic and Citizenship Education: A Cross-National Comparison of Nordic Data from ICCS. IEA Research for Education. Volume 11
Author: Biseth, Heidi, Ed.
Date: 2021-00-00
Type: Books
Subjects: Citizenship Education,Cross Cultural Studies,Democracy,Teaching Methods,Educational Change,Educational Policy,Democratic Values,Role of Education,Sustainability,Foreign Countries,Conservation (Environment),Educational Cooperation,Principals,Administrator Attitudes,Comparative Education,Citizen Participation,Disadvantaged,Transformative Learning,Social Media,Social Differences,Socioeconomic Status,Elementary Secondary Education,Social Systems

This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education. Nordic countries have long traditions of democracy and their students have performed relatively well in the ICCS assessments. Nonetheless, citizenship education continues to evolve and has received increasing attention in recent educational reforms, indicating policymakers understanding that schools play an important role in establishing democratic values among future citizens. Data from ICCS can be used to analyze, discuss, and reflect on the status of civic and citizenship education and can contribute to the discourse on the potential role of education in contributing to sustainable democracies for a common future. However, teaching citizenship and learning democracy are two different things. While young people can be taught about democracy in school, it is vital that schools work together with the wider community in which youth operate to strengthen civic understanding and values for all young people regardless of their social and economic background. [For Volume 10, see ED609759.]
Teachers&apos; Opinions Regarding the Effective Strategies for Managing Disruptive Behaviors in a Classroom: A Qualitative Study
Author: Özdere, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Teacher Attitudes,Classroom Techniques,High School Teachers,High School Students,Prevention,Standards,Teacher Student Relationship,Interaction,Intervention,Referral,Foreign Countries,Discipline

The aim of this study is to determine the effective strategies for managing disruptive behaviors in a classroom-based on the opinions of teachers. In the present study, the qualitative case study methodology was used. The study was conducted with the participation of 19 female, 16 male teachers working at 7 different types of high schools (Anatolian High School, Science High School, Religious High School, etc.) located in Sanliurfa province, Karaköprü district. The participants were selected through the maximum variation sampling technique. The data of the study was collected from a total of 35 volunteer teachers; 5 from each high school, with different seniority (3-22 years) and different subjects (vocational and academic subjects). The data for this study was collected using a semi-structured interview and analyzed by content analysis. According to the opinions of the participants; two main themes were formed as a. preventive strategies (rule-setting, building a good student-teacher relationship, instructional interactions) and b. behavior control strategies (direct or indirect intervention, punishment, after the class talk, referral).
Milieu, Attitude and Cognitive Aspects of Student-Centered Learning in Nursing Education: A Correlational Study
Author: Garcia, Rachelle S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Nursing Education,Nursing Students,College Freshmen,Student Attitudes,Classroom Environment,Social Environment,Physical Environment,Teaching Methods,Instructional Effectiveness,Skill Development,Thinking Skills,Private Colleges,Foreign Countries

Recently, student-centered learning has found its place in the Philippine nursing education yet there was very limited literature as to how Filipino learners take it. This article: (a) described the assessment of implementation of student-centered learning (SCL) in the B.S. Nursing (BSN) program and (b) determined the relationships of attitude, milieu and cognitive aspects of SCL. This correlational study underwent institutional review before a sample of 250 nursing students completed the 50-item 4-point Likert Questionnaire with Chronbach [alpha] 0.94. This study showed that Filipino nursing students assessed the implementation of both social and physical milieu as mostly acceptable. Furthermore, SCL was assessed as completely acceptable to be fittingly supportive of the nursing students' self-directedness, inventive skills, reasoning skills and made them even more innovative, critical thinker, expressive, and collegial. They assessed the entire SCL experience as suitable and adaptive to the demands of real-life challenges. This study supported other study findings that SCL milieu, attitude and cognitive aspects are interrelated to each other. This may be suggestive that further enhancing the SCL milieu would correspondingly generate more desirable attitudes and cognitive attributes among nursing students. Full implementation of SCL may be recommended to other nursing schools.
Cultivating Collective Responsibility for Postsecondary Success: Alternative Education Lessons from La Sierra Charter School. Profiles in California Alternative Education
Author: Kellner, Steven
Date: 2021-02-00
Type: Reports - Research
Subjects: Charter Schools,Nontraditional Education,Individualized Education Programs,Counties,High School Students,Program Descriptions,Student Centered Learning,Teaching Methods,Outcomes of Education,Expectation,Profiles,Military Schools,Instructional Leadership,Faculty Development,Leadership Responsibility,Principals,Administrator Attitudes,Access to Information,Postsecondary Education,Parent Participation,College School Cooperation,Community Colleges,Career Education,Partnerships in Education

La Sierra Charter School was established in 2000 in an effort to provide a tuition-free school of choice for students who were not experiencing success within the local public schools, yet remained committed to &quot;honor, leadership, postsecondary ambition, and service&quot; (Tulare County Office of Education, 2020). La Sierra's programs are co-located on a single campus in Visalia, California and together they serve 250 students who are admitted through an application process. The majority (75%) of La Sierra's students enter in need of credit acceleration and/or recovery and 87% qualify for free or reduced-price meals. Additionally, one in five students at La Sierra has an Individualized Education Program (IEP), a rate that is nearly twice as high as the County's overall percentage of students with IEPs in grades 9 through 12. The &quot;Report and Recommendations of the California Advisory Task Force on Alternative Schools&quot; encourages alternative schools to develop a learner-centered approach to teaching and learning that is linked to--and intentionally designed to support--high expectations for student outcomes (John W. Gardner Center, 2020). This report examines how La Sierra Charter School sets high expectations for a learner-centered approach to ensure that students meet them. [For the task force report, see ED608277. The Profiles in California Alternative Education series is a project of the John W. Gardner Center for Youth and Their Communities at Stanford University in support of the California Learning Collaborative on Alternative Education.]
Quick, Incidental Word Learning in Educational Media: All Contexts Are Not Equal
Author: Neuman, Susan B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Incidental Learning,Vocabulary Development,Word Recognition,Teaching Methods,Difficulty Level,Context Effect,Preschool Children,Low Income,Receptive Language,Language Acquisition,Educational Media

Classic studies of educational media have demonstrated that children can engage in quick, incidental word learning on the basis of a single exposure of a program. Since most words are learned from context, a lingering question has been whether the degree of contextual support affects word learning. Using a within-subjects design this study examined 102 low-income preschoolers' word learning of digital episodes in three contextual settings: participatory, expository, and narrative contexts. Across three rounds, children's word knowledge was assessed through researcher-developed measures. Results indicated that target word learning occurred most frequently in the participatory followed by the expository context, with narrative being the most challenging for children. In all cases, however, children with lower receptive language scores acquired fewer words than their higher language peers, suggesting that without additional supports, educational media might exacerbate rather than close the word gap. [This article was published in &quot;Educational Technology Research and Development&quot; (EJ1277936).]
Young African American Scholars Make Reading Gains at Literacy-Focused, Culturally Relevant Summer Camp That Combats Summer Reading Loss
Author: Mesa, Michael P.
Date: 2021-00-00
Type: Journal Articles
Subjects: African American Students,Males,Summer Programs,Literacy Education,Culturally Relevant Education,Program Effectiveness,Disadvantaged Youth,Elementary School Students,Middle School Students,Achievement Gains,Urban Areas,Reading Skills,Age Differences,Word Recognition,Reading Comprehension,Instructional Program Divisions

A substantial amount of evidence suggests that students, particularly those from economically disadvantaged households, experience summer reading loss. Available evidence suggests this is due to a lack of participation in literacy-focused activities and access to books during the summer break from school. The current study investigated whether participation in Children's Defense Fund's Freedom Schools, a free, six-week, literacy-focused, culturally relevant summer camp, may help prevent summer reading loss. The sample consisted of 125 students who participated in three sites of the summer camp and completed pre- and post-test reading assessments. The results of this study suggest that the literacy-focused summer camp provides students with an academically enriching opportunity that may help prevent summer reading loss, particularly for students in Grades 3-5, who experienced small gains on average in vocabulary, fluency, and comprehension. Recommendations are provided regarding how the program can be modified to maximize potential benefits related to participation.
Increasing Preschoolers&apos; Vocabulary Development through a Streamlined Teacher Professional Development Intervention
Author: Wasik, Barbara A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Faculty Development,Preschool Children,Vocabulary Development,Poverty,Urban Schools,Books,Intervention,Reading Aloud to Others,At Risk Students,Teaching Methods,Teacher Effectiveness,Learning Activities,Pictorial Stimuli,Discussion (Teaching Technique),Learning Centers (Classroom),Cues,Program Implementation,Fidelity,Feedback (Response),Program Effectiveness,Expressive Language,Receptive Language

Preschool teachers from a high-poverty, urban school district were trained to implement Story Talk, a book reading intervention designed to increase children's vocabulary and language development using supportive materials and strategic individualized coaching. Thirty-five teachers were randomly assigned by site to the intervention (20) or the control condition (15). Teachers in the intervention were provided with training; one-to-one, bi-monthly coaching; and Story Maps that included target vocabulary, open-ended questions to promote conversations during book reading, and suggested extension activities that support use of target vocabulary. The results suggested that teachers in the intervention increased on the global quality of their instruction, as well as on their fidelity to the project's strategies and their use of target vocabulary words. In addition, children in the intervention classrooms performed significantly better on measures of taught vocabulary words, and HLM analyses found gains on the Peabody Picture Vocabulary Test-4 (d?=?0.19) and the Expressive One Word Picture Vocabulary Test-4 (d?=?0.14), both standardized measures of vocabulary development. The results suggest that Story Talk holds promise as a relatively resource-conservative PD intervention that can be implemented with fidelity and can significantly improve children's vocabulary development, especially among children in high-poverty schools.