ethanporcaro/eric-fulltext-meta huggingface dataset:
The Valuable Role of Edtech Coaches during the COVID-19 Pandemic: A National Survey
Author: Bakhshaei, Mahsa
Date: 2020-00-00
Type: Reports - Research
Subjects: Role,Educational Technology,Coaching (Performance),Technology Integration,COVID-19,Pandemics,Online Courses,Distance Education,Educational Change,Administrator Attitudes,Teacher Attitudes,School Districts,Educational Planning,School Closing,Faculty Development,Videoconferencing,Information Technology,Family Involvement

The recent coronavirus pandemic has challenged schools and districts around the world to keep students engaged in learning while staying at home and using technology in new ways. In response, many schools and districts have turned to their instructional technology coaches for support. Given the effective impact coaching can have on powerful teaching and learning, the authors intended to understand the role that instructional technology coaches played in the transition to online and home-based instruction. This report presents findings from a survey administered to instructional technology coaches in the United States. Survey results show that administrators and, to a higher degree, teachers, valued the role of instructional technology coaches more during the pandemic than they did prior to school closures. The findings of the survey show that edtech coaches can also be a very adaptive resource that can help a school system be resilient in the face of massive new challenges. With their knowledge of teachers in the district, they could rapidly shift the focus of coaching to support what was urgently needed. [This report was also prepared by Google for Education.]
An Evaluation of the Teaching English Learners Early Mathematics (TEEM) Program; an Investing in Innovations (i3) Development Grant
Author: Sousa, Lorie A.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Mathematics Instruction,English Language Learners,Elementary School Students,Rural Schools,Academic Achievement,Mathematics Achievement,Instructional Improvement,Pedagogical Content Knowledge,Mathematics Teachers,Elementary School Teachers,Faculty Development,Intervention,Student Educational Objectives,Principals,Instructional Leadership,Classroom Observation Techniques

California State University, San Bernardino (CSUSB) and the Riverside County Office of Education (RCOE) were awarded an Investing in Innovation (i3) Development grant in 2015 to investigate the impact of an early education mathematics program on English Learner students at two rural school districts in Riverside, CA. Teaching English Learners Early Mathematics (TEEM) had five major goals: to improve the academic achievement of English Learners (ELs) (Goal 1); to improve teacher knowledge and beliefs for teaching math to ELs (Goal 2); to improve the teaching of math to ELs and all students (Goal 3); to develop principals as instructional leaders in mathematics (Goal 4); and to build a learning partnership that develops, sustains and shares a model of instructional change supporting ELs. (Goal 5). In support of these goals, a combination of four mutually supportive interventions were implemented. The study followed four cohorts of students preK-6th grade over 4 years from 2015-2016 to 2018-2019. The project received a no-cost extension through 2020 but data collection difficulties due to COVID-19 and resulting school shutdowns made it impossible to continue. Data collected included teacher assessments, classroom observations, teacher surveys, student state-level assessments, and student notebook ratings. TEEM Teachers demonstrated growth in mathematics content knowledge, as measured by the Learning Mathematics for Teaching (LMT) Assessment. They showed improved self-efficacy beliefs relative to a comparison group. Participating teachers' mathematics content knowledge improved relative to a comparison group of non-participating teachers in each project year (although due to sample size, the difference was not statistically significant in the last two project years). Student Math and English Language scores on state-wide tests increased each year for students with any exposure to the program, though not to a statistically significant degree. [This report was written with Madeline Jetter and prepared by COREducational.]
Using Research on Homework to Improve Remote and Hybrid Learning
Author: Roschelle, Jeremy
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Educational Research,Homework,Distance Education,Blended Learning,COVID-19,Pandemics,Feedback (Response),Self Control,Student Motivation

Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.
Report on Educational Equity: Creating a Colorado for All
Author: Colorado Department of Higher Education
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Equal Education,Higher Education,Educational Attainment,Achievement Gap,Educational Policy,Educational Strategies,Accountability,Enrollment,Academic Persistence,Success,College Students,Racial Differences,Graduation Rate,Gender Differences,Income,Outcomes of Education,Certification,Needs Assessment,State Policy

This first educational equity report for higher education from the Colorado Department of Higher Education (CDHE) and Colorado Equity Champions Coalition (ECC) supports Colorado's goal to reach 66% educational attainment by 2025 through the implementation of strategies aimed at erasing equity gaps. In order to better understand the issues Colorado students face and the historic issues that have created the current educational equity gaps, this report considers the past, asking: What successes have has Colorado seen, and what policies and practices are promoting that success? It outlines recommendations for a brighter future by building on Colorado's accomplishments and redirecting efforts to make the necessary change to better support students. The recommendations of the ECC help to identify elements and actions to create an equitable education system. Lastly, the report provides practical improvement strategies that serve as a guide to ongoing activities of the ECC and establishes measures of success and accountability structures to promote enrollment, persistence, and completion against equity gaps. [This report was co-produced by the Colorado Equity Champions Coalition (ECC).]
The Elementary and Secondary Education Act (ESEA), as Amended by the Every Student Succeeds Act (ESSA): A Primer. CRS Report R45977, Version 4. Updated
Author: Skinner, Rebecca R.
Date: 2020-08-18
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Aid,Grants,Disadvantaged,Academic Standards,Academic Achievement,Accountability,Teacher Certification,Educational Improvement,State Standards,Migrants,At Risk Students,Teacher Education,Immigrants,English Language Learners,Second Language Instruction,Community Centers,Charter Schools,Magnet Schools,Family Programs,Educational Finance,Rural Education,American Indian Education,Special Education

The primary source of federal aid for elementary and secondary education is the Elementary and Secondary Education Act (ESEA)--particularly its Title I-A program, which authorizes federal aid for the education of disadvantaged students. This report provides an overview of major provisions of the ESEA. It also includes a table showing annual appropriations for ESEA programs for FY2017 through FY2020, as well as a table showing the transition in authorized programs and related appropriations from FY2016, when the No Child Left Behind Act of 2001 (NCLB; P.L. 107-110) provisions were still in effect, to FY2017, when ESSA provisions took effect. Finally, a table detailing authorizations of appropriations under current law is also included. The ESSA authorized appropriations for ESEA programs through FY2020.
Veterans&apos; Educational Assistance Programs and Benefits: A Primer. CRS Report R42785, Version 14. Updated
Author: Dortch, Cassandria
Date: 2020-10-27
Type: Reports - Descriptive
Subjects: Veterans,Veterans Education,Federal Legislation,Fringe Benefits,Federal Aid,Grants,Eligibility,Student Financial Aid

The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance benefits through the GI Bills and other programs since 1944. The benefits have been intended, at various times, to compensate for compulsory service, encourage voluntary service, avoid unemployment, provide equitable benefits to all who served, and promote military retention. In general, the GI Bills provide grant aid to eligible individuals enrolled in approved educational and training programs; while the other educational assistance programs either provide grant aid or help eligible individuals take advantage of the GI Bills. This report provides a brief description of the veterans educational assistance programs currently providing benefits and, in the Appendixes, describes the inactive GI Bills and their evolution. Eligibility requirements, eligible programs of education, benefit availability, and benefits are explained. The report also provides some summary statistics and comparisons between the GI Bills.
Time to Act 2020: Education Data Wrap-Up
Author: Data Quality Campaign
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Data Use,Data Collection,COVID-19,Pandemics,Teacher Attitudes,Parent Attitudes,Student Evaluation,Elementary Secondary Education,Student Experience,Educational Policy,Educational Legislation,Federal Aid

This year saw unprecedented disruptions to schools and to students' lives across the country. With a global pandemic shutting school doors, causing economic instability, and highlighting the impact of systemic racism, policymakers and education leaders are looking to data to help them respond and recover. The Data Quality Campaign's 2020 research identified several key themes that marked this incredible year--and that will likely continue to frame education policy conversations in the new year. This report presents the following five things to know heading into 2021: (1) Teachers and parents want data to support their students through the pandemic; (2) State leaders are looking to measure and support student experiences outside of the K-12 classroom and traditional academic indicators; (3) COVID-19 recovery will rely on securely bringing together data from across the programs and sectors that serve students; (4) The pandemic is prompting states to go back to data basics and reexamine how they measure and report information about their students and schools; and (5) States are looking to federal support to help them improve data systems and foster innovation.
Designing Technology for Adult Learners: Support and Scaffolding
Author: Digital Promise
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Adult Students,Scaffolding (Teaching Technique),Technology Uses in Education,Electronic Learning,Cognitive Processes,Visual Aids,Educational Resources,Teacher Student Relationship,Learner Engagement,Peer Relationship

Much has been said about technology and its potential to be a powerful tool for improving learning opportunities for underserved, low-skilled adults. Mobile products can support adults who cannot attend education programs because of geography or busy lives. Adaptive technologies can help create personalized pathways for learners with special needs and mixed profiles. And, digital literacy skills can open a world of information and resources that form the gateway to today's job market. Adult learners, particularly low-skilled adults, are often not prepared for this kind of learning. Many do not have practice in active learning skills, such as organizing and controlling their own learning environments and the amount of instruction needed. They often have had past negative experiences in school and, as a result, have fewer learning skills than traditional students. They also face many barriers, from managing multiple jobs and family responsibilities to issues with transportation and digital access, that make learning particularly challenging. Finally, many adult learners are not native English speakers, thus need support learning English before they can pursue further learning opportunities. This brief outlines five key design principles for product developers to consider when designing for the adult basic learner. Taken separately, each principle can help enrich the learning experience. But rather than choosing one or two principles to incorporate, designers are encouraged to consider ways of incorporating all five to provide the richest support and scaffolding possible for these vulnerable learners.
Public Safety Officers&apos; Benefits (PSOB) and Public Safety Officers&apos; Educational Assistance (PSOEA) Programs. CRS Report R45327, Version 8. Updated
Author: Szymendera, Scott D.
Date: 2020-08-19
Type: Reports - Descriptive
Subjects: Police,Fire Protection,Emergency Medical Technicians,Emergency Programs,Government Employees,Public Agencies,Student Financial Aid,Higher Education,Children,Spouses,Death,Disabilities,Injuries,Fringe Benefits,Budgets,COVID-19,Pandemics,Federal Aid,Federal Legislation,Occupational Safety and Health

The Public Safety Officers' Benefits (PSOB) program provides cash benefits to federal, state, and local law enforcement officers; firefighters; employees of emergency management agencies; and members of emergency medical services agencies who are killed or permanently and totally disabled as the result of personal injuries sustained in the line of duty. The Public Safety Officers' Educational Assistance (PSOEA) program, a component of the PSOB program, provides higher-education assistance to the children and spouses of public safety officers killed or permanently disabled in the line of duty. The PSOB and PSOEA programs are administered by the Department of Justice (DOJ), Bureau of Justice Assistance (BJA). This report discusses: (1) the PSOB program; (2) the PSOEA program; (3) the PSOB and PSOEA appeals process; (4) budget and appropriations; and (5) Coronavirus Disease 2019 (COVID-19) issues (evidence of causation and the Safeguarding of America's First Responders Act).
Recruiting Trends, 2020-2021 [50th Edition]
Author: Gardner, Phil
Date: 2020-00-00
Type: Reports - Research
Subjects: Recruitment,Employment,Personnel Selection,Employment Opportunities,Labor Market,College Graduates,COVID-19,Pandemics,Economic Climate,Employers,Salaries,Diversity,Internship Programs,Career Centers,Computer Use,Employment Projections,Academic Degrees,Intellectual Disciplines,Geographic Location

2020 marks the 50th anniversary of the Collegiate Employment Research Institute at Michigan State University and the 50th edition of the annual Trends in Campus Recruiting Survey. More than 3000 attempted the survey with 2408 providing information that could be used in preparing this report. Due to the high level of economic uncertainty, only 1036 employers could provide hiring information at this time. The respondents represent the rich diversity of companies and organizations seeking new college talent. Sixty-four percent represented organizations with fewer than 500 employers and thirty-six percent with more than 500 employees. Unlike previous years and even the previous decade, this year's academic research report and survey findings is of special significance for both employers and career centers. The scope of insight provided regarding global and regional employment across industries during this novel pandemic will help to understand its impact on career outcomes by major and degree level. Findings indicate that despite the turbulent economy, the college labor market did not totally collapse. In fact, associate-level opportunities continued to expand. The bachelor's labor market swooned with opportunities contracted slightly. Underlying the modest decline, the landscape is murkier with some employers not on campus this fall and many employers without clear directives on their hiring targets. As in past periods of economic uncertainty, students pursuing additional degrees to avoid a poor labor market run the risk of not recouping their investment. Employers expect the recovery of the jobs lost to COVID and attaining the momentum of the college labor market that started the fall a year ago to take some time. Forty-eight percent felt that it would take two to three years to recover and additional 15% even longer. The one sure thing emerge out of the pandemic -- virtual recruiting. Virtual recruiting is here to stay and will shape the recruiting landscape for years to come. [For the 49th edition, see ED603030.]
Designing Technology for Adult Learners: Applying Adult Learning Theory
Author: Digital Promise
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Adult Learning,Learning Theories,Educational Technology,Technology Uses in Education,Design,Andragogy,Experiential Learning,Independent Study,Transformative Learning,Neurosciences,Problem Solving,Reflection

It's a staggering statistic -- 36 million adults in the United States read at a 3rd grade level or below. Of these, more than two-thirds are members of the workforce but don't have the skills for advancement. Yet, finding and completing education programs is often a struggle for this population. Access to quality education programs is limited at best -- our current adult education programs can only handle about four million of those 36 million learners. And, because they often juggle multiple jobs and family duties, staying in and finishing a program is a challenge for most. Additionally, much of what these students are learning does not align with the skills they need for today's workforce. So, often students (who may not be confident in their learning skills) struggle through courses that ultimately don't help them get to the next level. The use of technology to support learning for K-12 students is gaining popularity, leading many to ask whether there might be similar solutions for low-skilled adults. Although in general these learners haven't had regular access to technology and broadband, recent surveys indicate that increasingly they own smartphones and use them to access the Internet, download apps, and learn. Research about adults as learners can inform the design of effective digital learning experiences. The design principles outlined in this report are based on the five prevailing theories about how adults learn: andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience.
Pass or Run? The Impact of Football on Independent Colleges. A Research Brief
Author: Suggs, David Welch, Jr.
Date: 2020-06-00
Type: Reports - Research
Subjects: Team Sports,College Athletics,Private Colleges,Small Colleges,Student Recruitment,Enrollment,Males,Tuition,Income,Decision Making,Athletes,Student Diversity

The popular image of college football is that of National Collegiate Athletic Association (NCAA) Division I programs whose nationally known student athletes participate in televised bowl games before being drafted by the National Football League (sometimes entering the draft before finishing college). The salaries of Division I team coaches can outstrip those of their university presidents, not to mention those of their faculty, by millions of dollars. However, college football is also popular at smaller institutions whose players rarely go on to professional football careers or participate in nationally televised bowl games as college athletes. Indeed, roughly half the smaller private colleges and universities that are members of the Council of Independent Colleges (CIC) have football programs on their campuses. The recent adoption of football by many smaller independent colleges is the focus of this report by the College Sports Research Group at the University of Georgia. This brief delves into the effects of adopting football on recruitment and student enrollment in general, male student enrollment in particular, and net tuition revenue at CIC member campuses. In addition, the story of Berry College is recounted as a case study of a college's decision-making process with regard to the addition of football to the college's sports roster. The aim of this brief is to provide an informative examination of the role of college football at smaller independent colleges and universities.
The Virtuous Cycle of Work, Learn, Earn
Author: Lang, Dawn
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Adult Education,School Business Relationship,Postsecondary Education,Career Pathways

Bringing together industry, workforce organizations, postsecondary institutions and working adults can solidify pathways to sustainable employment and regional economic growth. Expanding awareness of--and access to--potential career pathways happens when people connect with the education and training that prepare them for in-demand roles. When the disparate parts that keep a community's economy in motion synchronize, that process becomes more effective and expansive. Resources working seamlessly together empower students and job seekers to make the right decisions and unlock rewarding careers. As working adult learners flow from declining industries into growing ones, they power economic growth across entire communities. With that perspective, the Council for Adult and Experiential Learning (CAEL) has created a framework which they call Work Learn Earn. Work Learn Earn partnerships will cover a range of scopes. The model is designed for configuration and scalability to meet the needs of communities throughout the country. But its mission remains the same. Wherever it's deployed, it focuses on driving educational attainment and career pathways that enable economic growth. This article highlights three industry partnerships in New York, Tennessee, and Texas.
Integrating Technology into Exemplary Preschool Settings: A Report on the Apple and ConnectED Initiative
Author: Cerrone, Michelle
Date: 2019-03-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Preschool Education,Access to Computers,Program Effectiveness,Handheld Devices,Telecommunications,Preschool Teachers,Preschool Children,Teaching Methods

This report presents findings from a yearlong investigation of the Apple and ConnectED initiative in 10 preschool classrooms. The goal of this work was to document and describe technology integration in the context of well-supported, child-centered early learning settings. By working with a small set of exemplary preschool programs, we present a portrait of what is possible when technology integration is paired with what we know to be important conditions for success: strong leadership, robust technological infrastructure, child-centric orientation to instruction, and sustained professional support.