ethanporcaro/eric-fulltext-meta huggingface dataset:
Setting the Foundation: A Report on Elementary Grades Reading in Tennessee. Appendix
Author: Tennessee Department of Education
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Reading Instruction,Reading Programs,Textbooks,Progress Monitoring,Financial Support,Educational Finance,Screening Tests,Block Scheduling,Reading Consultants,Basal Reading,Pacing,Kindergarten,Grade 1,Grade 2,Grade 3,Tables (Data)

&quot;Setting the Foundation: A Report on Elementary Grades Reading in Tennessee&quot; (ED572952) provides insight into the challenges associated with early grades reading in Tennessee, along with a set of recommendations for building more readers across the state. This appendix provides detailed information about reading programs in Tennessee districts. It includes four tables: (1) Reading Blocks and Reading Specialists; (2) Universal Screeners and Progress Monitoring Tools; (3) Reading Program Funding Sources; and (4) Textbooks for Grades K-3.
Response to Intervention Implementation Guide: The South Dakota Model
Author: South Dakota Department of Education
Date: 2012-01-12
Type: Reports - Descriptive
Subjects: Response to Intervention,Program Implementation,Models,At Risk Students,Educational Diagnosis,Progress Monitoring,Special Education,Capacity Building,Parent Participation,Professional Development,Delivery Systems,Definitions,Core Curriculum,Elementary School Students,Emergent Literacy,Reading Tests,Reading Fluency,Data Collection,Evaluation Methods,Fidelity,School Districts

The National Association of State Directors of Special Education (NASDSE, 2005) defines response to intervention (RTI) as the practice of providing high-quality instruction and intervention based on a student's needs, changing instruction and/or goals through frequent monitoring of progress, and applying the student response data to important educational decisions. Although there is no universally accepted RTI model or approach, it is typically understood within the context of multiple tiers of intervention service delivery for students with difficulties. In other words, students who are identified as at-risk through universal screening have their progress monitored and receive increasingly intense, multi-tiered interventions, which may evaluate in eligibility for special education and related services. RTI models currently in practice may vary across local education agencies (LEAs) and states. However, they use a generally similar structure with some common components. According to NASDSE (2005), three essential components of RTI are as follows: (1) Multi-tiered intervention service delivery; (2) Integrated data collection/assessment system; and (3) Data-based decisions based on a problem-solving model. Prior to implementation, strategic planning and staff development will be needed to address the above components. It is also important to recognize that the successful implementation of RTI hinges upon such prerequisite elements as building capacity and parent involvement. To fully incorporate RTI, school districts must assess their readiness and capacity to adopt and implement RTI practices for all academic areas and classroom management. School districts then develop a plan for implementing RTI that should include building capacity. An RTI plan is expected to take several years to fully implement, thus districts and schools are encouraged to start small before moving to a district-wide approach. This is due to the considerable amount of professional development that needs to be provided in the beginning stages of establishing RTI systems to build capacity. It will be equally important for all staff to receive on-going professional development support after an RTI system has been put into place. A glossary is included.
South Dakota Student Learning Objectives Handbook
Author: Gill, Matt
Date: 2015-03-00
Type: Tests/Questionnaires
Subjects: Guides,Public Schools,School Districts,Statistical Analysis,Teacher Effectiveness,Educational Objectives,Evaluation Methods,Teachers,Principals,Barriers,Time Factors (Learning),Educational Resources,Goal Orientation,Observation,Teacher Influence,Academic Achievement,Summative Evaluation,Special Education Teachers,Individualized Education Programs,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Academic Standards,Team Teaching,Training,Check Lists,Planning

Student growth is one of two essential components of South Dakota's Teacher and Principal Effectiveness Systems. In the state systems, student growth is defined as a positive change in student achievement between two or more points in time. &quot;The South Dakota SLO Handbook&quot; provides support and guidance to public schools and school districts working to incorporate quantitative measures of student growth into local Educator Effectiveness Systems. This document defines key concepts, provides implementation resources, and offers guidance to support the development of high quality SLOs. One key resource being used by schools implementing high quality Educator Effectiveness Systems is the SLO Process Guide, found in Appendix A. This guide, based on the most pertinent research surrounding the use of SLOs, was created to assist educators in the process of using data to inform instructional decisions. Readers of the South Dakota SLO Handbook will find that it follows the structure of the guide but delves into more detail to help readers navigate the SLO process for the first time. The following are appended: (1) SLO Process Guide; (2) 2014-15 &amp; 2015-16 State-Sponsored Training Opportunities; (3) SLO Quality Checklist; (4) Assessment Quality Checklist; (5) Assessment Planning Guide; and (6) SLO Special Education Examples. Also included are a list of resources and a glossary. [The South Dakota Commission on Teaching and Learning (CTL) is an ongoing partnership between the South Dakota Department of Education (SD DOE), the South Dakota Education Association, and East Dakota Educational Cooperative.]
The Virginia Plan for Higher Education: Annual Report for 2016 to the General Assembly of Virginia
Author: State Council of Higher Education for Virginia
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Annual Reports,Higher Education,Statewide Planning,Educational Trends,Trend Analysis,Educational Objectives,State Policy,Educational Planning,Awards,Success,Cost Effectiveness,Paying for College,Educational Research,Costs,Economic Factors,Educational Indicators,Enrollment Rate,Remedial Programs,Academic Persistence,Time to Degree,State Aid,Student Loan Programs,Debt (Financial),Loan Default

The Virginia Plan for Higher Education is designed to identify trends that the Commonwealth must address if it is to prosper and succeed. Through input by higher education partners, The Virginia Plan is intended to help guide a vision for Virginia's future through a common framework. This framework is built on the premise that all partners in higher education must work together to help Virginia, its citizens and its regions. The objective set was to ensure that 60% of working-age Virginians (ages 25-64) held a degree (associate or greater) and an additional 10% of the population held a workforce credential (postsecondary certificate, industry certification, state licensure or apprenticeship) based on U.S. Census data. In total, 70% of the population would hold some postsecondary credential by 2030; this, based on current trends and estimates, would place the Commonwealth as the top state for educational attainment. To meet this vision of becoming the best-educated state by 2030, the council developed a framework for identifying key areas of focus, areas to measure progress and priorities for the coming years through goals, measures and initiatives. This included the following: (1) Goals (4): Access and affordability, student success, investment and innovation, economic and cultural prosperity; (2) Measures and targets (6): Awards, student success, affordability, research, price, economic prosperity; and (3) Initiatives (6): Developing and promoting of affordable pathways and pre-K-12 partnerships, seeking legislative changes to support sustainable public funding, recommending initiatives for further restructuring and shared services, measuring quality of undergraduate education, launching a communication strategy and promoting economic development through research. This report provides an update on progress in each of these areas along with findings and recommendations. Two appendices are included: (1) Updates on Initiatives and Activities from 2016; and (2) Related Indicators.
Aspects of Student Transfer and Post-Transfer Success at Virginia Public Institutions
Author: State Council of Higher Education for Virginia
Date: 2016-02-22
Type: Numerical/Quantitative Data
Subjects: College Transfer Students,Public Colleges,Success,Student Costs,Two Year Colleges,Enrollment Trends,Graduation Rate,Time to Degree

This report provides a snapshot of certain aspects of transfer student success and costs using data from four transfer cohorts matriculating at four-year institutions between 2006-07 and 2009-10. These cohorts allowed for the tracking of students post-transfer for up to six years. Transfer efficiency can have a direct and significant effect on the cost of a four-year degree. The rising cost of higher education has many students, families, and policy makers looking for ways to reduce the cost of a bachelor's degree. For many students, a transfer pathway is not only a cost effective means of earning a bachelor's degree, it may be the only affordable means of doing so. However, to realize potential savings the transfer process must be efficient. An efficient transfer pathway can substantially reduce the cost of a bachelor's degree, upwards of 38% in some cases. A simplified cost model is presented in the last section of this report to illustrate the potential savings at stake. This report is divided into three sections. Section I reviews transfer enrollment trends. Section II delves into post-transfer bachelor's degree completion rates. Section III illustrates potential benefits to cost-conscious families of utilizing a transfer-oriented baccalaureate pathway. &quot;Institutional Completion Data&quot; is appended.
Investigating the Role of Augmented Reality Technology in the Language Classroom
Author: Solak, Ekrem
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Computer Simulation,Educational Technology,Computer Uses in Education,Second Language Instruction,English (Second Language),Computer Assisted Instruction,Quasiexperimental Design,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Retention (Psychology),Scores,Recall (Psychology),Outcomes of Education,Statistical Significance

The purpose of this study was to inform about some of the current applications and literature on Augmented Reality (AR) technology in education and to present experimental data about the effectiveness of AR application in a language classroom at the elementary level in Turkey. The research design of the study was quasi-experimental. Sixty-one 5th grade students from a state elementary school participated in this research on a volunteer basis. The participants were divided into the experimental and control group, where new vocabulary items were introduced to the experimental group through augmented reality technology. A post-test and a retention test were administered upon the implementation of the program. The results of the study revealed that participants from the experimental group achieved higher scores than participants in the control group and they also performed better in recalling the learnt information. This study suggested that the use of AR technology in a language classroom at the elementary level increased learners' performances and made vocabulary learning more effective in comparison with the traditional methods.
Higher Education and Ethical Value
Author: Lee, Jeong-Kyu
Date: 2017-03-07
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Ethics,Values,Asian Culture,Asians,Confucianism,Content Analysis,Cross Cultural Studies,Group Unity

The purpose of this study is to explore the importance of ethical value in higher education as well as the relevance between ethical value and higher education. In order to examine the study logically, three research questions are addressed: First, what is value, ethical value, and Asiatic ethical value? Second, for whom and what is higher education? Last, what is the relevance between Asiatic ethical value and Korean higher education? To defend the research questions, the researcher uses a descriptive content analysis method, with a cross cultural approach. In addition, to review this study clearly and systematically, the study is defined as the following: higher education is limited to contemporary Korean higher education, and ethical value is confined within Asiatic value on the basis of Korean Confucianism. One of research findings of this study is: Asiatic ethical value is regarded as the ethical value affecting Asian people's culture, especially on the basis of Confucian culture, and it is related to the traditional Confucian ethics, whose emphasis on mainly self-cultivation, social harmony, and political righteousness. For future research, it is recommended that the study be undertaken to explore the ethical codes of research as well as the ethical norms of university administration.
National Indian Education Study 2015: American Indian and Alaska Native Students at Grades 4 and 8. NCES 2017-161
Author: Ninneman, A. M.
Date: 2017-03-00
Type: Reports - Research
Subjects: American Indian Education,American Indian Students,Alaska Natives,Grade 4,Grade 8,American Indian Culture,American Indian Languages,Academic Achievement,Educational Resources,Teacher Characteristics,Culturally Relevant Education,School Community Relationship,School Libraries,National Competency Tests,National Surveys

The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP) to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN)1 students in grades 4 and 8. This report focuses primarily on two themes identified during the development of the NIES survey questionnaires: (1) To what extent are AI/AN culture and language part of the curricula?; and (2) To what extent are school resources available for improving AI/AN student achievement? The student survey questions selected for this report asked AI/AN students about the knowledge they had of their Native culture and language and their opportunities to learn more. Teacher survey questions asked teachers how they acquired and integrated culturally responsive materials, activities, and instruction into their lessons to enhance student learning. Questions from the school administrator survey asked school officials about how often members of the Native community participated in school events with students, parents, and teachers. This report is organized as follows: (1) The Introduction section includes information on sampling, participation, reporting, the NIES 2015 states, and the school types reported on in the survey question tables throughout this report; (2) The Survey Questionnaires section describes the purpose of the survey questions and the development process used to create them; (3) The Students and Native Culture section includes information about students' exposure to and participation in their Native culture and their experiences with Native language at home and in school; (4) The Teacher Characteristics section examines the ways in which teachers acquired the knowledge and skills they need to teach AI/AN students, teachers' self-identified race/ethnicity, and the culturally specific instructional practices used in reading and mathematics lessons; (5) The Schools and Community Engagement section examines AI/AN community member events that take place at school and the availability of good quality AI/AN books and other materials in school libraries or media centers; and (6) The Performance Results section provides information about the performance of AI/AN students at grades 4 and 8 in the nation and in the NIES states on NAEP reading and mathematics assessments from 2005 to 2015. Tables are appended.
Baseline Report on HB2320
Author: State Council of Higher Education for Virginia
Date: 2015-07-22
Type: Reports - Descriptive
Subjects: Educational Legislation,State Legislation,Academic Degrees,Undergraduate Study,Cooperative Programs,Online Courses,College Credits,Tuition,Cost Effectiveness,Public Colleges,Private Colleges,Two Year Colleges,Universities,College Admission,Admission Criteria,Program Development,Educational Planning

Staff provides this baseline report as a summary of its preliminary considerations and initial research in fulfillment of the requirements of HB2320 from the 2015 session of the General Assembly. Codified as § 23-7.4:7, this legislation compels the Education Secretary and the State Council of Higher Education for Virginia (SCHEV) Director, in consultation with the public and private two- and four-year institutions, to: &quot;develop a plan to establish and advertise a cooperative degree program whereby any undergraduate student enrolled at any two-year or four-year public or private, non-profit institution of higher education in the Commonwealth may complete, through the use of online courses at any such institution, the course credit requirements to receive a degree at a tuition cost not to exceed $4,000, or such cost that is achievable, per academic year.&quot; The legislation requires a report of plan-development progress by October 1, 2016. Through this introductory document, SCHEV staff seeks to: (a) inform Council of the legislation and early work to fulfill it; (b) provide reference data of relevance to the work of the new Joint Subcommittee on the Future Competitiveness of Virginia Higher Education, particularly in its evaluation of the use of distance education and online instruction; and (c) complement efforts of George Mason University to satisfy, in consultation with other institutions, state-budget language that requires development of a plan for a comprehensive online, adult-degree-completion program by September 1, 2015. Increasingly, colleges and universities deliver instruction in part or in whole via technology, ranging from incorporation of electronic content into traditional classroom-based courses to entirely online institutions of higher education. This analysis focuses on online courses and degree programs that allow undergraduate students to complete all degree-credit requirements without in-person attendance at physical campuses. By virtue of the delivery method, students taking online courses and programs can be located anywhere in the state or elsewhere. A chart of Online Bachelor-degree Programs Offered by Public Four-year Institutions is appended.
Fixed-Rate Tuition Plans: A Survey in Response to Senate Bill 806
Author: State Council of Higher Education for Virginia
Date: 2015-08-12
Type: Reports - Evaluative
Subjects: Tuition,State Legislation,Educational Legislation,Public Colleges,Undergraduate Study,In State Students,Paying for College,State Aid,Student Financial Aid,Access to Education,Planning

Legislation introduced in 2015, including Senate Bill 806, sought to amend the &quot;Code of Virginia&quot; regarding fixed four-year tuition and other costs. Eventually, Senate Bill 1183 was incorporated into Senate Bill 806; the substitute amendment directed the board of visitors of each four-year public institution with an in-state undergraduate population that accounts for less than 80 percent of the total undergraduate population to prospectively &quot;fix&quot; (lock) the cost of in-state tuition for incoming freshman students for four consecutive years, under certain conditions (see Appendix A for the bill text). Further, the legislation allowed the board of each institution to offer a variable in-state rate to incoming in-state freshman students as an alternative to the fixed tuition rate. The Education and Health Committee passed by indefinitely SB 806; subsequently, the Clerk of the Senate requested the State Council of Higher Education for Virginia (SCHEV) to provide a report on the subject matter. SCHEV staff submits this report in fulfillment of that request. This report presents a survey of fixed-rate tuition plans. The following are appended: (1) Senate Bill No. 806; (2) Clerk of the Senate Letter; (3) Department of Planning and Budget 2015 Fiscal Impact Statement for SB 806; (4) Department of Planning and Budget 2015 Fiscal Impact Statement for SB 1183; (5) &quot;Locked-in Tuition Is a Win for Families but a Tough Sell for Colleges&quot; &quot;Chronicle of Higher Education,&quot; April 14, 2009; (6) Illinois Tuition Comparison to National Average; and (7) Oklahoma Universities Tuition Comparison.
Pre-Service Teachers' Responses for Ratio and Proportion Items
Author: Livy, Sharyn
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Skills,Abstract Reasoning,Problem Solving,Pedagogical Content Knowledge,Mathematics Tests,Mathematical Concepts,Responses,Misconceptions,Scoring,Test Items,Difficulty Level,Mixed Methods Research

Proportional reasoning is important for informed decisions in proportional problem situations. This paper reports on mathematical content knowledge related to proportional reasoning of second-year, pre-service teachers. Responses to two ratio items provide insights into their correct method of solutions and common misconceptions. Anchor Points (Tatto, Peck, Schwille, Bankov, et al., 2012) were used to score the items. Some pre-service teachers had difficult with a scale ratio item but many more were unable to correctly respond to a proportional item.
Continuity and Change in the Field of Congitive Development and in the Perspectives of One Cognitive Developmentalist
Author: Siegler, Robert S.
Date: 2016-06-00
Type: Reports - Research
Subjects: Cognitive Development,Change,Piagetian Theory,Epistemology,Education,Child Development,Developmental Tasks,Futures (of Society)

In this article, I examine changes in the field of cognitive development and in my own thinking over the past 40 years. The review focuses on three periods. In the first, Piaget's theory was dominant, and my research and that of many others was aimed at understanding the many fascinating changes in children's thinking that Piaget documented and at correcting inaccuracies in his theory. The second period involved generating an alternative to Piaget's approach, overlapping waves theory, and specifying through microgenetic methods and computer simulations how development can be produced by variability of strategy use, adaptive choices among strategies, and discovery of new strategies. In the third period, my thinking and research, and that of many others, has increasingly focused on the interface between cognitive development and education. I close by suggesting that generating domain-specific integrated theories of cognitive development may provide a way forward for the field. [This article was published in &quot;Child Development Perspectives,&quot; v10 n2 p128-133 Jun 2016.]