ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers
Author: Zakaria, Zuhkhriyan
Date: 2019-09-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Microteaching,Teacher Effectiveness,Teacher Behavior,Art Education,Foreign Countries,Preservice Teachers,Instructional Effectiveness

This research aims to examine the effect of applying art-based learning model to the learning outcomes of effective teaching behavior of students in microteaching classes. The research design used a quasi-experimental design of non-equivalent control group design. Participants were students' microteaching classes in the Department of Islamic Studies, Universitas Islam Malang academic year 2018/2019. The subjects of this study were 103 pre-service teacher students consisting of 4 classes (2 experimental classes and 2 control classes, (54) in the experimental group, (49) in the control class). The experimental classes are taught art-based learning models and control classes are taught by practice-based models. The data tools used teacher observation instrument connecting descriptions of how effective teaching was. Research data were analyzed by independent sample t-test. It was found that pre-service teacher students'outcomes in the form of effective teaching behavior produced by art-based learning is higher than student learning outcomes used practice-based models.
School Choice in the United States: 2019. NCES 2019-106
Author: Wang, Ke
Date: 2019-09-00
Type: Reports - Research
Subjects: School Choice,Elementary Secondary Education,Enrollment Trends,Public Schools,Private Schools,Family Characteristics,Home Schooling,Reading Achievement,Mathematics Achievement,Crime,School Safety,Parent Attitudes,Institutional Characteristics,Urban Schools,Juvenile Gangs,Racial Differences,Ethnicity,Rural Schools,Suburban Schools,Geographic Regions

The term &quot;school choice&quot; describes an array of elementary and secondary education options available to students and their families. Parents can send their children to the public schools designated for their home address, or they may have other options within the public school system such as to enroll their children in charter schools or to apply for enrollment in other public schools within or across districts. Parents can also choose to send their children to private schools, which can be either religious or nonsectarian. Additionally, parents can choose to homeschool their children instead of enrolling them in a public or private school. The U.S. Department of Education's National Center for Education Statistics (NCES) has a long tradition of analyzing issues related to school choice. NCES has implemented a wide range of data collections to measure student enrollment in different types of schooling. For example, surveys of traditional public schools and private schools started more than 100 years ago, and new data collections on charter schools and homeschooling were administered beginning in the 1990s. Drawing from multiple data sources, the current report provides updated information on a range of topics related to school choice in the United States.
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
Author: Connor, Carol McDonald
Date: 2014-09-00
Type: Reports - Research
Subjects: Reading Instruction,Teaching Methods,Intervention,Reading Comprehension,Reading Skills,Language Proficiency,Preschool Children,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Elementary School Students,Reading Processes,Cognitive Processes,Morphology (Languages),Syntax,Verbs,Knowledge Level,Small Group Instruction,Lesson Plans,Planning,Scripts,Pretests Posttests,Educational Technology

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies. [This paper was published in &quot;Educational Psychology Review&quot; v26 n3 p379-401 Sep 2014 (EJ1040791).]
Translating the ICAP Theory of Cognitive Engagement into Practice
Author: Chi, Michelene T. H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Learner Engagement,Outcomes of Education,Learning Theories,Student Behavior,Lesson Plans

ICAP is a theory of active learning that differentiates students' engagement based on their behaviors. ICAP postulates that &quot;Interactive&quot; engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to &quot;Constructive&quot; engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of &quot;Active&quot; or &quot;Passive&quot; engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5-year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers' understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers' classroom implementation, (d) modes of students' enacted behaviors, and (e) students' learning outcomes. Although teachers had minimal success in designing &quot;Constructive&quot; and &quot;Interactive&quot; activities, students nevertheless learned significantly more in the context of &quot;Constructive&quot; than &quot;Active&quot; activities. We discuss reasons for teachers' overall difficulty in designing and eliciting &quot;Interactive&quot; engagement. [This article was published in &quot;Cognitive Science&quot; (EJ1188436).]
Long-Term Effects of Social-Emotional Learning on Receipt of Special Education and Grade Retention: Evidence from a Randomized Trial of &quot;INSIGHTS&quot;
Author: McCormick, Meghan P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Interpersonal Competence,Kindergarten,Grade 1,Elementary School Students,Social Differences,Low Income Students,Grade Repetition,Special Education,Student Records,Prevention,Intervention,Academic Achievement,Program Implementation,Student Characteristics,Institutional Characteristics,Attention Control,Outcomes of Education,Correlation,Grade 5,Program Effectiveness,Students with Disabilities

Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children's social-emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of special education services and grade retention in the longer term. Using an experimental design, the current study leveraged administrative data available through students' school records (N = 1,634) to examine the impacts of one SEL program implemented in kindergarten and first grade on receipt of special education and grade retention in fifth grade. The study further considered whether impacts varied for low- versus high-income students. Findings revealed no difference between treatment and control group students in grade retention. However, treatment group students were less likely to ever receive special education services by the end of fifth grade, with low-income students appearing to drive this effect. Implications are discussed. [This article was published in &quot;AERA Open&quot; (EJ1229664).]
Sources of Variance in Special Educator Observation Rubrics
Author: Crawford, Angela R.
Date: 2018-02-00
Type: Reports - Research
Subjects: Special Education Teachers,Direct Instruction,Observation,Teaching Methods,Scoring Rubrics,Teacher Evaluation,Psychometrics,Test Validity,Test Reliability,Generalizability Theory,Feedback (Response),Item Response Theory,Interrater Reliability,Special Education,Elementary School Teachers,Middle School Teachers,Students with Disabilities

This study describes the development and initial psychometric evaluation of a Recognizing Effective Special Education Teachers (RESET) teacher observation instrument. Specifically, the study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, to evaluate special education teacher implementation of explicit instruction. Eight raters participated in viewing and scoring videos of special education instruction. Data collected from raters were analyzed in a three facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher indices of reliability with the rubric with item-specific descriptors of performance levels. Contributions to the field of teacher evaluation are discussed. [This paper will be published in &quot;Assessment for Effective Intervention&quot; under the title &quot;Variance and Reliability in Special Educator Observation Rubrics.&quot;]
Validity of a Special Education Teacher Observation System
Author: Johnson, Evelyn S.
Date: 2019-05-00
Type: Reports - Research
Subjects: Special Education Teachers,Teacher Effectiveness,Test Construction,Test Validity,Evidence Based Practice,Feedback (Response),Teacher Improvement,Observation,Measurement Techniques,Scoring Rubrics,Teacher Influence,Students with Disabilities

This manuscript describes the comprehensive validation work undertaken to develop the Recognizing Effective Special Education Teachers (RESET) observation system, which was designed to provide evaluations of special education teachers' ability to effectively implement evidence-based practices and to provide specific, actionable feedback to teachers on how to improve instruction. Following the guidance for developing effective educator evaluation systems, we employed the Evidence-Centered Design framework, articulated the claims and inferences to be made with RESET, and conducted a series of studies to collect evidence to evaluate its validity. Our efforts and results to date are described, and implications for practice and further research are discussed. [This paper will be published in &quot;Educational Assessment.&quot;]
Impact of Activity-Based Teaching Strategy on Gifted Students: A Case of Selected Junior Secondary Schools in Nigeria
Author: Mokiwa, Hamza Omari
Date: 2019-09-00
Type: Journal Articles
Subjects: Learning Activities,Teaching Methods,Academically Gifted,Academic Achievement,Program Effectiveness,Foreign Countries,Active Learning,Science Instruction,Science Achievement,Junior High School Students

The study investigates the impact of activity-based teaching strategy on gifted students' academic performance. Quantitative methods using a quasi-experimental design were used on a random sample of 330 gifted students selected from 11 junior secondary schools from Katsina Metropolis, Nigeria. A 60 items Basic Science Achievement Test (BSAT) with reliability coefficient of 0.98 was administered to 11 schools before and after the treatment and scores analyzed using t-tests. The findings revealed significant differences in the academic performance between the experimental group exposed to the activity-based teaching strategy when compared to the control group exposed to the traditional lecture method. These findings recommend schools to adopt the activity-based teaching strategy in science classroom in order to effectively commit student to mastery of the subject in both practical and theoretical terms.
Impact of Digital Media on Gifted Students&apos; Career Choices
Author: Kara, Naif
Date: 2019-06-00
Type: Journal Articles
Subjects: Academically Gifted,Career Choice,Skill Development,Program Effectiveness,Occupations,Career Development,Foreign Countries,Technological Literacy,Social Media,Early Adolescents,Information Technology,Gender Differences,Student Attitudes

This study aims to find out the problems of gifted students, who are educated at Science and Arts Centre (SAC), for their career choices and impact of digital media they use on the choices in the process of 'Special Skills Development Program'. The career choices of gifted students in a digital perspective constitute the basic framework of this research. Semi-structured interviews based on purposive sampling were conducted with a total of 20 students, 10 of whom were girls and 10 boys, who continued their 'Special Skills Development Program' at Izmit Science and Arts Centre in Turkey by using case study from qualitative research approach. In the study, it was concluded that gifted students used digital media to investigate occupations they had previously determined; however the right guidance would be very significant because of their worries through career choices and thus social media literacy would be needed at SAC.
Policies for Increasing Employment Among Opportunity Youth with Disabilities. Dialogue Report
Author: Bolton, Alicia
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Equal Opportunities (Jobs),Disabilities,Intervention,Youth,Late Adolescents,Young Adults,Career Development,Inclusion,Public Policy,Students with Disabilities,Career Readiness,Equal Education,Leadership Responsibility,Work Environment,Employees

During a time of economic prosperity and historically low unemployment rates in the U.S., too many young people continue to be left behind. This is particularly true for &quot;opportunity youth&quot; with disabilities--those young people ages 16 to 24 who are not working or in school. Specific interventions are needed to close the opportunity and outcome gaps between youth with disabilities and their peers without disabilities, with the understanding that youth with disabilities are not one distinct group. Rather, they comprise the intersection of many identities--including youth with disabilities who are also people of color, Native Americans, and LGBTQ youth. In December 2018, the National Collaborative on Workforce and Disability for Youth (NCWD/Youth), housed at the Institute for Educational Leadership (IEL), and the National Youth Employment Coalition (NYEC) hosted a dialogue with young leaders, employers, policymakers, educators, and administrators to generate a set of priorities and strategies to ensure opportunity youth with disabilities are well-positioned for career success. The dialogue was supported in part by the U.S. Department of Labor's Office of Disability Employment Policy. This discussion resulted in the development of an Inclusion Priority Framework that outlines four major priorities and corresponding strategies. The Inclusion Priority Framework points to the greatest challenge and corresponding solution to success for opportunity youth with disabilities--full inclusion. Full inclusion is often hampered by issues and policies related to self-disclosure, technology, transportation, limited information about and access to opportunities, and supports for youth as well as employers. Fully inclusive practices and policies require a new way of looking at disability--as an important asset in diversifying our workforce and leading to creative solutions in schools and business communities. This challenge is not only clear, it is solvable. Policymakers have a distinctive role to incentivize, mobilize, and stimulate solutions that ensure progress toward the goal of full inclusion for opportunity youth with disabilities.
&quot;Our California&quot;: Coordinating Higher Education
Author: Campaign for College Opportunity
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Disproportionate Representation,State Policy,Political Attitudes,Economic Change,Barriers,Labor Force Development,Instructional Leadership,Futures (of Society),Economic Development,Strategic Planning,Efficiency,Access to Education,Educational Attainment,Outcomes of Education,Best Practices,Educational Policy,Advisory Committees,Budgets,Educational Finance,Tuition,Leadership Training,Campuses,College School Cooperation,School Business Relationship,Costs,Accountability,College Faculty,College Administration,Salaries,College Graduates,Equal Education,Educational Opportunities

In the coming years, California will need a growing supply of educated workers to meet the demands of a dynamic state economy, and this supply will must come from populations that have historically been underrepresented in higher education. The higher education sector will need strong state policy leadership focused on the long-term success of the state to overcome difficult demographic, economic, and political challenges on the horizon. The development of a new coordinating body given the proper authority and resources could provide the essential leadership necessary to confront these challenges and help secure the future prosperity of the state. The new coordinating body has the potential to maximize state investments by creating more efficient and effective higher education systems focused on achieving outcomes such as ensuring affordable access to postsecondary education, increasing educational attainment, closing equity gaps, and meeting workforce demands. Designating an entity with the responsibility to develop and provide leadership in implementing a long-term strategy to improve postsecondary education attainment and outcomes is a nationally recognized best practice in state higher education policy. [This publication is part of &quot;Our California: A Call to Action and Blueprint to Increase College Graduates and Keep Our Economy Strong,&quot; which calls upon the Governor of California to make the necessary investments and implement bold reforms to California's higher education to ensure that our students and our state thrive.]
Broken Mirrors II: Latino Student Representation at Public State Colleges and Universities
Author: Schak, J. Oliver
Date: 2019-09-00
Type: Reports - Research
Subjects: Hispanic American Students,College Students,Access to Education,Postsecondary Education,Public Colleges,Educational Attainment,Racial Differences,Barriers,Equal Education,Racial Bias,Educational Policy,Success,Leadership Responsibility,Enrollment,Graduation,Racial Composition,Academic Degrees,Disproportionate Representation,Geographic Location,Community Colleges,Vocational Schools,Selective Admission

The United States has almost 2,000 public postsecondary institutions, which provide more than 13 million undergraduates (nearly 2.8 million of them Latinos) with what is perhaps the key to economic security in the modern economy -- a college education. As the primary and most affordable access points to postsecondary education, these institutions are vital to democracy, which rests on an educated citizenry. Public colleges also offer more affordable access to a higher education than other nonprofit or for-profit providers. Currently, Latinos have the lowest college attainment of the country's major racial and ethnic groups. While immigration may partly explain these low attainment numbers, systematic racism throughout the education pipeline and society are, without a doubt, major barriers to true educational opportunity. Postsecondary leaders also deserve blame for failing to enact more equitable policies and practices that promote educational access and success for Latino students in higher education -- especially the leaders of public state colleges and universities, who are responsible for educating roughly 75 percent of undergraduates and creating 70 percent of the undergraduate degree earners in this country. This report examines how well public colleges and universities in each state are enrolling and graduating representative shares of Latinos in 44 states across the country. Specifically, it answers six critical questions. The first three questions examine Latino undergraduate student representation; the last three assess Latino undergraduate degree earner representation. For each question, the authors created a metric to gauge each state's performance. It is part of a broader body of state-focused research and policy analysis aimed at advancing educational equity and justice for students of color and students from low-income families by engaging issues that affect public colleges and universities. [To view the first report in this series, &quot;Broken Mirrors: Black Student Representation at Public State Colleges and Universities,&quot; see ED597792.]
The Impact of School Restarts: Lessons from Four Indianapolis Schools
Author: Doyle, Daniela
Date: 2019-00-00
Type: Reports - Research
Subjects: School Turnaround,School Districts,Public Schools,Charter Schools,Educational Improvement,Outcomes of Education,Educational Innovation,Enrollment Trends,Community Involvement,Barriers,Educational Facilities,Management Information Systems,School Demography,Academic Achievement

As districts across the country search for ways to turn around their lowest-performing schools, a growing number are partnering with external providers--often charter operators--to implement &quot;restarts.&quot; These providers receive operational autonomy and bring their own approach to schooling, positioning them to implement deep and meaningful changes. The school continues to serve the same community, and the provider contractually commits to raising student performance outcomes. Restarts are appealing, but do they deliver on their promise? This report draws on data from four restarts in Indianapolis Public Schools (IPS) to identify successes and lessons learned for the field. The report analyzes how enrollment, demographic, and student performance data changed at the restarts over time, and how those changes compared to other low-performing IPS schools in which the district was making significant improvement efforts. The research team also interviewed representatives from the district, restart operators, and The Mind Trust, a local education organization that played a key role in developing the Innovation Schools framework under which restarts operate. These interviews furthered the research team's understanding of the processes, challenges, and opportunities that restarts offer.