ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Low-Income Preschoolers&apos; Vocabulary Learning from Educational Media: Does Repetition Support Memory for Learned Word Knowledge?
Author: Samudra, Preeti G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Student Diversity,Vocabulary Development,Low Income Students,Teaching Methods,Repetition,Time Factors (Learning),Memory,Instructional Effectiveness,Early Intervention,At Risk Students,Video Technology,Expressive Language,Receptive Language,Intelligence Tests,Vocabulary,Verbal Ability

Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy--repeated viewing of educational media--in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning. [This article was published in &quot;Journal of Cognitive Education and Psychology&quot; (EJ1238295).]
Learning Vocabulary on Screen: A Content Analysis of Pedagogical Supports in Educational Media Programs for Dual-Language Learners
Author: Wong, Kevin M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Spanish,Mandarin Chinese,Content Analysis,Teaching Methods,Preschool Children,School Readiness,Flow Charts,Video Technology,Bilingualism,Second Language Learning,Linguistic Theory,Learning Theories,Native Language,Transfer of Training,Educational Television,Programming (Broadcast),Linguistic Input,Word Lists,English (Second Language)

Educational media is ubiquitous in the lives of young children, promising high-quality programming to equip them with vocabulary knowledge and school readiness. To meet the needs of preschool-aged dual-language learners (DLLs), many educational programs are marketed to promote vocabulary learning in two languages. In this study, we use a content analysis to examine (1) the extent to which these programs focus on vocabulary in two languages, (2) dual-language instructional supports used in media; and (3) the quality of words taught on screen. We analyzed 50 episodes from five leading dual-language educational programs. Using a flow chart and an iteratively-developed codebook, we identified vocabulary clips and screen-based pedagogical supports used in these programs. Results indicate there were strikingly few vocabulary clips in the videos analyzed. Moreover, most of the clips were of simple vocabulary words taught primarily in English rather than Spanish or Mandarin. The most prevalent screen-based pedagogical supports included repetitions, visual supports, and demonstrations. However, there were noteworthy differences in the types of supports by program and language. Findings suggest that the dual-language appeal of programs may serve more as a marketing tool than an instructional tool for vocabulary development. Implications for research in dual-language vocabulary instruction are discussed. [This article was published in &quot;Bilingual Research Journal&quot; (EJ1214856).]
Balancing Act: State and District Roles in School Improvement under ESSA
Author: Dunn, Lenay
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,State Departments of Education,School Districts,Educational Improvement,School Turnaround,Program Implementation,Institutional Role,Change Agents,Capacity Building,Accountability,Progress Monitoring,Agency Cooperation,Educational Change

The Every Student Succeeds Act (ESSA), passed in 2015, signaled a major shift in the roles of states and districts in supporting school improvement. Under ESSA, state education agencies (SEAs) and local education agencies (LEAs) have more responsibility and flexibility in developing and implementing plans, informed by local context, to support the bottom 5 percent of schools, high schools with graduation rates of less than 67 percent, and schools with chronically struggling subgroups of students. The purpose of this brief from the Center on School Turnaround (CST) at WestEd is to provide examples of how states and districts are working together to improve low-performing schools under ESSA. This brief includes a description of state and district roles in school improvement based on an analysis of 23 state ESSA plans. It also provides examples, based on interviews, of how 10 states are carrying out those roles.
State Use of ACT--Peer Review Results. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Peer Evaluation,Educational Legislation,Federal Legislation,Accountability,Evaluation Methods,Language Arts,Mathematics Achievement,Science Achievement,English Language Learners,Language Proficiency,Reading Achievement,Academic Achievement,Student Evaluation,Test Construction,Test Validity,Test Reliability,Testing Accommodations,Students with Disabilities,Special Needs Students,Academic Standards,Information Dissemination,High School Students

In order to comply with the regulations put forth by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), states are required to submit evidence associated with their statewide accountability systems to the United States Department of Education (ED) for peer review. Some states have elected to incorporate the ACT assessment into statewide assessment systems, to be used for accountability purposes. As of August 2019, seven states identified ACT as a component of their state assessment system in their peer review submissions: Montana, Nebraska, North Dakota, Oklahoma, West Virginia, Wisconsin, and Wyoming. All seven of these states have received feedback from ED regarding use of the ACT as a statewide assessment, or as an assessment option for districts, and whether each state's peer review submission meets all statutory requirements. The Center on Standards and Assessment Implementation (CSAI) reviewed the feedback provided to these seven states to understand how utilization of this assessment for accountability purposes meets ED requirements. The information included in this brief outlines ED's feedback to these seven states in the decision letters sent to each state regarding their use of the ACT assessment as part of a statewide system. [For the 2017 edition of this report, see ED588466.]
Tip-of-the-Tongue States Predict Enhanced Feedback Processing and Subsequent Memory
Author: Bloom, Paul A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Memory,Cognitive Processes,Neurology,Feedback (Response),College Students,Brain,Stimuli,Diagnostic Tests,Brain Hemisphere Functions,Recall (Psychology)

This article investigates the relations among the tip-of-the-tongue (TOT) state, event related potentials (ERPs) to correct feedback to questions, and subsequent memory. ERPs were used to investigate neurocognitive responses to feedback to general information questions for which participants had expressed either being or not being in a TOT state. For questions in which participants were unable to answer within 3 s, they indicated whether they were experiencing a TOT state and then were immediately provided with the correct answer. Feedback during a TOT state, as opposed to not knowing the answer, was associated with enhanced positivity over centro-parietal electrodes 250-700 ms post-feedback, and this enhanced positivity mediated a positive relationship between TOTs and later recall. Although effects of increased semantic access during TOT states cannot be ruled out, these results suggest that information received during TOT states elicits enhanced processing--suggestive of curiosity--leading to enhanced learning of studied material.
10 Mentoring and Induction Challenges in Rural Schools and How to Address Them
Author: Hayes, Lindsey
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Rural Schools,Beginning Teachers,Beginning Teacher Induction,Faculty Workload,Mentors,Teacher Responsibility,Teaching Conditions,Barriers,Teacher Qualifications,Intellectual Disciplines,Minority Group Teachers,Racial Bias,Professional Isolation,Social Isolation,Teacher Education Programs,Educational Resources,Faculty Development,Leadership Training,Youth,Mobility

Beginning teachers need strong support systems. In addition to adjusting to the demands of the teaching profession, beginning teachers are often required to teach heavy classloads, manage the most challenging classrooms, and take on non-teaching responsibilities in addition to their regular teaching assignments. Although beginning teachers face similar challenges in every type of school, these challenges are often amplified in rural schools, which frequently have a higher proportion of beginning teachers than their urban or suburban neighbors. Challenges for beginning teachers in rural schools are even further amplified by the fact that these teachers are more likely to have to juggle a greater number of responsibilities to meet the needs of their small school communities. Strong mentoring and induction supports have been linked with improvements in teacher retention, instructional practice, teacher working conditions, and even student achievement. However, in rural schools, mentoring and induction programs must be designed and implemented with the unique challenges of the local context in mind. This brief outlines 10 common challenges encountered by rural schools when implementing mentoring and induction programs along with strategies to address the challenges and examples from the field. The challenges described in this brief are as follows: (1) The demand for qualified mentors is greater than the supply; (2) Beginning teachers are not matched with a mentor in their subject area or teaching role; (3) Beginning teachers may teach multiple courses, grade levels, and subjects; (4) Teachers of color may be less likely to receive sufficient mentoring and induction support; (5) Beginning teachers feel professionally isolated; (6) Beginning teachers feel personally isolated; (7) A lack of educator preparation options makes it difficult to create a smooth preservice to inservice transition for beginning teachers; (8) Youth from rural areas frequently leave their communities in search of other career opportunities; (9) Rural schools lack resources to provide consistent, coherent professional development experiences for beginning teachers; and (10) Teachers need pathways for leadership and professional growth.
Depression in Adolescents with ASD. Autism at-a-Glance
Author: Hedges, S.
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Depression (Psychology),Autism,Pervasive Developmental Disorders,Comorbidity,Adolescents,High School Students,Symptoms (Individual Disorders),Emotional Response,Behavior Problems,Parent Role,Teacher Role,Behavior Change,Intervention,Suicide

&quot;Autism at-a-Glance&quot; is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with ASD (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the &quot;Autism at-a-Glance&quot; series is to provide a current summary of topics relevant to high school students with ASD as well as practical tips and resources for school and community personnel and family members. This &quot;Autism at-a-Glance&quot; was designed to support high school staff and family members in understanding and recognizing symptoms of depression, and how those symptoms may present in adolescents on the autism spectrum.
Investing in the Birth-to-Three Workforce: A New Vision to Strengthen the Foundation for All Learning. Faculty and Staff Papers and Presentations
Author: Sharrock, Emily
Date: 2020-01-27
Type: Reports - Research
Subjects: Infants,Toddlers,Preschool Children,Child Care,Child Development,Professional Development,Child Caregivers,Compensation (Remuneration),Costs,Federal Aid,State Aid,Income,Stakeholders,Early Intervention,Preschool Teachers,Expertise,Educational Quality,Caregiver Child Relationship,Experiential Learning,Mentors,Wages

This report asserts that every child--regardless of race, income, or opportunity--should have consistent access to high-quality learning experiences from birth and provides a roadmap toward change at scale, including the development of residency programs and improved compensation for the infant/toddler workforce.
Flipping the Readiness Paradigm: Tailoring Programs to Address the Achievement Gap and Teacher Shortages in High-Need Schools. Special Issues Brief
Author: Mizrav, Etai
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Teacher Shortage,Disadvantaged Schools,Program Implementation,Program Design,Mentors,Equal Education,Teacher Effectiveness,Readiness,Teacher Persistence,Beginning Teacher Induction,Experienced Teachers,Educational Resources,Accountability,Teacher Education,Teaching Conditions,State Programs,School Districts,Minority Group Teachers

This Special Issues Brief from the Center on Great Teachers and Leaders (GTL Center) outlines the unique characteristics of high-need schools, supports state and district leaders as they consider their role in implementing initiatives with a focus on equity, and explores how programs can be customized to meet the unique circumstances of a high-need school context. We illustrate how to take these factors into account when designing and implementing mentoring and induction programs in high-need schools, the challenges that practitioners may face when implementing such programs in these schools, and the unintended consequences--most notably, the widening of achievement gaps--that may occur if these programs are not designed to meet the specific needs and challenges of high-need school contexts. By addressing these challenges and leveraging mentoring and induction programs to tackle teacher shortages and improve equitable access in high-need schools head on, these schools can create the stabilizing supports required to keep effective teachers. Although this paper focuses on mentoring and induction, the discussion applies to the implementation of all teacher quality programs in high-need schools.
Realism about Reskilling: Upgrading the Career Prospects of America&apos;s Low-Wage Workers. Workforce of the Future Initiative
Author: Escobari, Marcela
Date: 2019-12-00
Type: Reports - Research
Subjects: Job Skills,Employment,Qualifications,Job Training,Skilled Workers,Unskilled Workers,Lifelong Learning,Equal Education,Change Strategies,Technological Advancement,Wages,Poverty,Low Income Groups,Career Change,Labor Turnover,Occupational Mobility,Labor Force Development,Economic Development,Mobility,Self Efficacy,Barriers,Industry,At Risk Persons,Educational Attainment,Child Rearing,English Language Learners

Every person deserves the opportunity for dignified employment that provides living wages and potential for advancement. However, for many in America today, this is far from reality, as they are caught in a cycle of low-wage work, earning poverty wages, and unable to move up in the economy. Local leaders, firms, and workers need to adapt quickly to keep pace with rapid technological innovation and its transformative impact on the U.S. economy. Using reskilling as a focal point, this report aims to provide policymakers with tools to do so by answering the following questions: (1) Who are the nation's low-wage workers, and what are their prospects?; (2) Where are the local opportunities for mobility, and how can policymakers expand them and help low-wage workers transition?; and (3) How can the reskilling infrastructure adapt to the future, foster inclusion, and address the needs of any worker seeking upward mobility? Combined with the previous report, &quot;Growing Cities that Work for All,&quot; this report illustrates the trends affecting low-wage work and the implications for leaders aiming to improve worker mobility. [For &quot;Growing Cities that Work for All,&quot; see ED602975. Support from Google.org and MasterCard Center for Inclusive Growth.]
Ready to Lead: A 2019 Update of Principals&apos; Perspectives on How Social and Emotional Learning Can Prepare Children and Transform Schools. A Report for CASEL
Author: Atwell, Matthew N.
Date: 2019-00-00
Type: Reports - Research
Subjects: Principals,Administrator Attitudes,Social Development,Emotional Development,Elementary Secondary Education,Curriculum Implementation,School Districts,Barriers,Student Evaluation,State Standards,Educational Policy,Educational Trends,Educational Benefits,Rural Urban Differences,Teacher Competencies,Benchmarking,Educational Environment

This report builds on and updates many of the findings from the original nationally representative survey of Pre-K to 12 principals in 2017. The central messages of this 2019 update are: (1) principals continue to see social and emotional learning (SEL) skills as highly teachable and a priority in their schools; (2) more schools are implementing specific SEL benchmarks by significant percentages; and (3) principals and teachers are assessing SEL skills at much higher rates than just two years ago. At the same time, the survey shows that more work is needed to ensure SEL is systemic across schools and districts and for principals to think existing assessments are useful. The most significant findings in the report, compared to survey data in 2017, are: (1) the percent of principals that believe social and emotional skills should definitely be included in state education standards has nearly doubled since 2017 and, all told, 87 percent of principals believe state standards probably should explicitly include SEL; (2) the percent of principals that believe a formal curriculum is necessary for teachers to successfully develop students' social and emotional skills has jumped from 43 percent in 2017 to 70 percent; and (3) while schools have made a great deal of progress implementing social and emotional learning, small town and rural schools continue to lag significantly behind the rest of the country. Most of all, this report shows that the movement to embed social and emotional learning into every classroom and school in America has reached a tipping point. Principals stand ready to bring systemic, school-wide SEL to their schools, but they need greater support from leaders at the state and district levels to ensure every student has access to a high-quality education that nourishes their social and emotional skills along with academic learning. [For the 2017 report, see ED579088.]
How Districts and States Can Support Instructional Transformation in the Turnaround Context. The Center on School Turnaround Four Domains Series
Author: Hitt, Dallas Hambrick
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Improvement,Board of Education Role,School Districts,State Government,Government Role,Change Strategies,School Turnaround,Teacher Role,Leadership Responsibility,Student Needs,Evidence Based Practice,Principals,Supervisors,Administrator Role

This paper presents states and districts with guidelines and recommendations for improving systems that support instructional practices. Because the quality of teaching is the most important school-based factor for student learning, a focus on instruction is essential for turning around struggling schools and districts and cultivating conditions that enable and inspire effective teaching and learning. The Center on School Turnaround (CST) at WestEd designed a project to examine the practices of two districts that are improving instruction within their multiple turnaround schools. The CST research team conducted interviews, using protocols defined in the &quot;Four Domains for Rapid School Improvement: A Systems Framework&quot; [see ED584107], to understand how these districts enacted two key instructional transformation practices -- diagnosing and responding to student learning needs and providing rigorous, evidence-based instruction. The paper is organized in three parts. Part I defines instructional transformation in a turnaround context and presents guidance for districts on enacting the diagnostic and instructional improvement practices that are key to instructional transformation. Part II describes how educators in two key district leadership roles can make pivotal contributions to instructional transformation. Part III offers suggestions on how, and at what points, state education agencies can best apply its expertise, resources, and perspectives to support districts' instructional transformation efforts.
Gathering Data and Documenting Impact: 2010 Carnegie Community Engagement Classification Application Approaches and Outcomes. NERCHE Working Paper: 2014 Series, Issue 1
Author: Noel, Jana
Date: 2014-02-00
Type: Reports - Research
Subjects: Classification,Colleges,School Community Relationship,Academic Degrees,Institutional Characteristics,Enrollment,Public Colleges,Private Colleges,Administrators,Leadership,Service Learning,School Community Programs,College Faculty,College Students,Role,Community Role,Barriers,School Culture

The Community Engagement Classification is an elective classification offered by the Carnegie Foundation for the Advancement of Teaching. In order to be classified, campuses provide evidence documenting engagement through an application process. Campuses were classified in 2006, 2008, and 2010, and will be classified on five-year cycles from 2015 onward. (Information about the classification can be found on the Carnegie Foundation website.) This mixed-methods, two-part study sought to discover how institutions that received the Carnegie Community Engagement Classification in 2010 approached their application process and to examine the longer term outcomes of that process. How did they undertake a &quot;full inventory&quot; of their community engagement efforts, and what were the outcomes of undertaking such an inventory, beyond receiving the Classification? The study had two purposes: (a) To document the strategies and methods used by successful applicants for the 2010 Carnegie Community Engagement Classification, and (b) to document the cultural shifts experienced by institutions as they developed their successful applications for this Classification.