ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Learning with Technology in Linguistically Diverse Classrooms
Author: Carhill-Poza, Avary
Date: 2020-00-00
Type: Reports - Research
Subjects: Student Diversity,Educational Technology,Technology Uses in Education,English Language Learners,Immigrants,Handheld Devices,Telecommunications,Student Needs,Language Proficiency,Academic Achievement,Student Experience,Family Environment,Learner Engagement,Language Usage,Peer Relationship,Poverty,Age Differences,Student Employment,Student Attitudes,Value Judgment,High School Students

A mixed-methods analysis of how features of technology-enhanced classrooms affected students with linguistically and culturally diverse backgrounds was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used ethnographic and quantitative classroom observations to explain variation in English learner students' academic achievement and language development while taking into account the immense variability among immigrant students and their classrooms. The study was conducted because so little is known about how the needs and strengths of immigrant students are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks. Key findings suggest that: (1) The features of technology-enhanced classrooms that best supported language development and subject-area content mastery were aligned with student-centered learning and strengths-based teaching, explaining substantial variation in emergent bilingual students' Growth in English Proficiency and Academic Achievement; (2) unique factors from the lived experience of immigrant students affected how they interacted with technology in their classroom: These include technology use at home, academic engagement, and language use with friends, as well as being overage for their grade, experiencing family poverty, and whether they worked; and (3) While most students evaluated their experiences using the one-to-one devices in their classrooms extremely positively (80.9%), some were not convinced that they added value to their learning (19.1%).
Mapping and Assessing Student Learning in Student Affairs. Occasional Paper No. 45
Author: Jankowski, Natasha A.
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: College Outcomes Assessment,Student Personnel Services,Student Employment,College Students,Educational Objectives,Alignment (Education),Assignments,Instructional Design

This Occasional Paper outlines lessons learned about mapping and assessing learning in student affairs and student employment. Over the last three years, the National Institute for Learning Outcomes Assessment (NILOA) assisted institutions developing Comprehensive Learner Records and scaling high-impact practices. In each of these initiatives, mapping of learning, redesigning assessments, and creating assignments was a staple of practice. Further, assessment practitioners were reminded that before staff jump into implementing assessment and writing the perfect learning outcome statement with just the right verb, time is needed to think about what is being built, why, how, and which students are best served by it all. The discussion centered upon: What is the role of student affairs as part of a larger system of interlocking and supporting learning for students throughout an institution that builds towards common or shared learning outcomes? This resource provides inroads to such discussions, and offers resources to inform practice and for use in institutional professional development.
Documenting Learning: The Comprehensive Learner Record. Occasional Paper No. 46
Author: Baker, Gianina R.
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Student Records,Student Evaluation,College Students,Outcomes of Education,Portfolios (Background Materials),Pilot Projects,Program Development

Traditionally, transcripts present a collection of lists of courses and grades in a format valuable for trading information between and among institutions of higher education. What if transcripts were reimagined to not only provide information on credits earned, but also provide information on learning acquired both inside and outside the classroom? What if the transcript documented learning in a digital portable record, regardless of where the learning took place or was acquired? Beginning from a partnership between the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA: Association of Student Personnel Administrators, the work to develop Comprehensive Learner Records (CLR) sought to address these questions with the help of a group of pilot institutions. The National Institute for Learning Outcomes Assessment (NILOA) provided professional development support to the pilot institutions as the pilot participants mapped learning and identified assessments of learning from both within and outside of the classroom for inclusion in a formal record. This occasional paper provides an overview of the Comprehensive Learner Record as well as connection points to assessment.
Student-Centered Learning Continuum
Author: Nellie Mae Education Foundation
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Student Centered Learning,Program Implementation,Program Evaluation,Evaluation Criteria,Formative Evaluation,Individualized Instruction,Competency Based Education,Informal Education,Learner Engagement

The Nellie Mae Education Foundation created this Student-Centered Learning Continuum (SCL Continuum) to establish the characteristics of high-quality, student-centered learning in classrooms, schools, and districts. This continuum is based upon existing research and cutting-edge practice, incorporates the experiences of experts and practitioners, and acknowledges the contexts in which classrooms, schools, and districts operate. Student-centered learning is still relatively new. It is a concept that blurs and questions the boundaries of traditional education systems and organizations. Therefore, an explicit set of principles supported by a set of clear and measurable criteria is a key underpinning to large-scale implementation. This continuum is intended to provide a rich description of practices associated with SCL. It can be a formative tool through which a learning community examines its desired progress toward becoming a truly student-centered learning setting. Each tenet of SCL is composed of numerous strategies, indicated by each row of the SCL continuum; the columns of the continuum represent the extent to which SCL is present in a learning environment. The furthest left column represents a learning environment with limited SCL present, while each successive column to the right represents a progression toward high-quality SCL implementation. It is hoped that this document can be used in tandem with the &quot;Educator Competencies for Personalized, Learner-Centered Teaching&quot; (see ED560785 for the 2015 edition) and &quot;Leadership Competencies for Learner-Centered, Personalized Education&quot; (see ED608797).
Institutional Factors That Influence Creative Arts Students to Pursue Further Education Post-Baccalaureate in an Education-Based Program
Author: Karns, Kaitlyn Vivian Anne
Date: 2020-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Higher Education,Bachelors Degrees,Socioeconomic Influences,Institutional Characteristics,Student Experience,STEM Education,Fine Arts,Graduate Study,Student Financial Aid,Employment Opportunities,College Environment,Educational Facilities,Creativity,Decision Making,Drama,Visual Arts,Music Education,Dance Education,Design,Academic Education,Educational Quality

Ontario Universities offer a variety of undergraduate programs that could be classified as creative arts programs. Whether these programs focus on one specific major, such as a Bachelor of Fine Arts in Acting, or concurrent programming, such as a concurrent music and education program, students have a variety of choices for their post-secondary studies. The current body of scholarly literature examines many reoccurring factors that influence a student's choice post- baccalaureate. These factors include socio-economics, institutional characteristics, and student experience. A majority of literature addressing these three factors focuses on students enrolled in Science, Technology, Engineering, and Mathematics (STEM) programs, suggesting a gap in the literature with a minimal focus on students from programs found within the humanities. The purpose of this mixed-methods study is to investigate the institutional factors that influence the decisions of students with a creative arts undergraduate degree to continue their studies within a faculty of education. An online survey was sent out to Ontario Universities with a Faculty of Education, allowing participants to comment on institutional factors that may have had an influence on their decision to further their studies. For the purposes of this study, there are a total of four institutional factors used in the survey: (1) Academics; (2) University Employment and Student Involvement; (3) University Campus; and (4) University Facilities. The results of this study highlight reoccurring themes, such as the accessibility of financial aid, employment opportunities, and the availability and flexibility of programs within a Faculty of Education.
Better Math Teaching Network: Deepening Practice in Community. Years 1 and 2 Summary
Author: Bayerl, Katie
Date: 2020-08-27
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Secondary School Mathematics,High School Teachers,Algebra,Teacher Collaboration,Networks,Student Centered Learning,Teaching Methods,Communities of Practice,Teacher Competencies,Educational Improvement,Learner Engagement,Student Behavior,Equal Education,At Risk Students,Program Effectiveness,Meetings,Cooperative Planning,Reinforcement,Problem Solving,Student Surveys,Teacher Surveys,Student Attitudes,Teacher Attitudes

The Better Math Teaching Network offers a promising, practical model for teacher learning. Its practitioner members--who all teach at least one section of high school algebra and all joined voluntarily--are working with each other and a team of researchers to make their teaching more student-centered through an improvement science approach. With frequent in-person and virtual meetings, network members come together to share what they discover as they test and refine new instructional routines in their classrooms. This networked improvement community hypothesizes that student-centered learning could solve the problem of student disengagement in Algebra 1, a course with outsized influence on students' academic and career trajectories. Anticipating powerful lessons, Nellie Mae invested in a multi-year developmental evaluation to provide timely and actionable information to network leaders and members, while also informing the education field. Now in its second year, the network is evolving steadily and the learning has been rich. As educators discover practices that make a difference for their students, Nellie Mae is also learning about the structures and conditions that support effective teacher networks and that foster instructional improvement at scale. This report offers highlights from Year 2 of the Better Math Teaching Network. [For &quot;Better Math Teaching Network: Lessons Learned from Year 2,&quot; see ED608796. For &quot;Better Math Teaching Network: Year 2 Developmental Report,&quot; see ED608795.]
Better Math Teaching Network: Year 2 Developmental Report
Author: Sherer, Jennifer Zoltners
Date: 2018-11-00
Type: Numerical/Quantitative Data
Subjects: Mathematics Instruction,Secondary School Mathematics,High School Teachers,Algebra,Teacher Collaboration,Networks,Student Centered Learning,Teaching Methods,Communities of Practice,Teacher Competencies,Educational Improvement,Learner Engagement,At Risk Students,Program Effectiveness,Meetings,Cooperative Planning,Problem Solving,Student Surveys,Student Attitudes,Teacher Attitudes

The Better Math Teaching Network (BMTN) is organized as a networked improvement community, which is a structured network of researchers and practitioners working together to address a common problem of practice, in this case, how to improve opportunities to increase student engagement in high school mathematics. During the 2017-18 school year, 41 teachers from all six New England states participated in the second official year of the network's operation. Teachers were selected from a pool of volunteers that applied to be part of the initiative. Participating teachers work in urban, suburban, and rural contexts and teach at least one Algebra I course to 9th grade students. Teachers committed to work collaboratively to make their teaching more student-centered using the improvement science approach. Launched in 2016 by researchers and expert practitioners at the American Institutes for Research (AIR), with support from the Nellie Mae Education Foundation, the network is grounded in the following five core principles: (1) Teachers are central to change; (2) Student-centered teaching is complex and almost impossible to do in isolation; (3) Teaching can be continuously improved; (4) Quick-cycle improvement methods provide opportunities to study and improve teaching; and (5) Research and practice should be seamlessly integrated. [For &quot;Better Math Teaching Network: Lessons Learned from Year 2,&quot; see ED608796. For &quot;Better Math Teaching Network: Deepening Practice in Community. Years 1 and 2 Summary,&quot; see ED608794.]
Better Math Teaching Network: Lessons Learned from Year 2
Author: Smith, Toni
Date: 2018-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Secondary School Mathematics,High School Teachers,Algebra,Teacher Collaboration,Networks,Student Centered Learning,Teaching Methods,Communities of Practice,Teacher Competencies,Educational Improvement,Learner Engagement,At Risk Students,Program Effectiveness,Meetings,Cooperative Planning,Reinforcement,Problem Solving,Student Surveys,Teacher Surveys,Student Attitudes,Teacher Attitudes

The Better Math Teaching Network (BMTN) is a networked improvement community of researchers, teachers, and instructional leaders from New England who use improvement science principles to increase the number of students who are actively and deeply engaged in algebra content. The BMTN's second year of implementation occurred during the 2017-18 school year. Key findings include: (1) Continued high teacher participation and engagement; (2) Increased opportunities for deep student engagement; (3) Progress made towards achieving the network aim; (4) Continued deepening of student-centered instruction; and (5) Experienced BMTN teachers key to spreading network learning. [For &quot;Better Math Teaching Network: Year 2 Developmental Report,&quot; see ED608795. For &quot;Better Math Teaching Network: Deepening Practice in Community. Years 1 and 2 Summary,&quot; see ED608794.]
Leadership Competencies for Learner-Centered, Personalized Education
Author: Wolfe, Rebecca E.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Leadership Qualities,Competence,Student Centered Learning,Individualized Instruction,Transformative Learning,Equal Education,Innovation,Capacity Building,Accountability

The Council of Chief State School Officers (CCSSO) and Jobs for the Future (JFF) released &quot;Leadership Competencies for Learner-Centered, Personalized Education,&quot; a resource that serves as a first step in identifying the knowledge, skills, and dispositions leaders must master in order to build and sustain learner-centered, personalized schools and learning environments. This set of competencies describes and defines what leaders need to know and be able to do in order to create transformative, student centered-learning. These competencies are designed specifically for education leaders, including principals, assistant principals, headmasters, or school directors. A companion resource, &quot;Educator Competencies for Personalized, Learner-centered Teaching&quot; (see ED560785) focuses on the educators closest to and responsible for a group of students' learning process on a day-to-day basis. CCSSO and JFF convened local, state and national groups to recommend ways to use the Leadership Competencies for Learner-Centered, Personalized Education to advance the preparation, recruitment and development of school level leaders in learner-centered settings. [This publication was written with Sarah Hatton.]
Assessment during a Crisis: Responding to a Global Pandemic
Author: Jankowski, Natasha A.
Date: 2020-08-00
Type: Reports - Research
Subjects: Educational Assessment,Educational Change,Student Evaluation,Distance Education,COVID-19,Pandemics,Higher Education,Decision Making,Faculty Development,Assignments,Alternative Assessment,Student Needs,College Students,Technology Uses in Education,Best Practices,National Surveys,Educational Planning,Needs Assessment,Equal Education,Instructional Design

In March 2020, institutions abruptly pivoted to remote instruction, sending students, faculty, and staff away from college campuses in response to COVID-19. In June 2020, the National Institute for Learning Outcomes Assessment (NILOA) launched a survey to capture a snapshot of assessment-related changes made during Spring 2020 in response to the sudden shift to remote instruction and to help determine remaining professional development needs. The brief questionnaire focused on changes that were made, potential impacts of those changes on assessment culture, and the role student voice and equity concerns did or did not play in Spring decisions. This report provides an overview of findings from the survey; couples those findings with other reports released from March through July; and provides guidance in the form of &quot;do's&quot; and &quot;do not's&quot; for higher education and the field of assessment--looking beyond Fall 2020 toward what needs to be done.
Examining the Fidelity of Implementation of Early Algebra Intervention and Student Learning
Author: Cassidy, Michael
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Fidelity,Program Implementation,Intervention,Algebra,Grade 3,Grade 4,Elementary School Teachers,Academic Achievement,Student Evaluation,Mathematical Concepts,Class Activities,Cognitive Processes,Difficulty Level

Through a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how 3rd and 4th grade teachers implemented an early algebra intervention, and the extent to which the FOI related to student learning. The data for this report are taken from the first two years of an experimental research project. Videotaped classroom observations, our primary measure of FOI, were coded by adding to and adapting the Mathematical Quality of Instruction (MQI) instrument, and student performance was measured by overall score (correctness) on an algebra assessment. Results revealed a significant positive relationship between teachers' implementation and their students' performance. [This paper was published in: Galindo, E., &amp; Newton, J., (Eds.), &quot;Proceedings of the Thirty-Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education&quot; (pp. 299-302). Hoosier Association of Mathematics Teacher Educators.]
The Better Math Teaching Network: Lessons Learned from Year 3
Author: Smith, Toni
Date: 2019-09-00
Type: Reports - Research
Subjects: Mathematics Instruction,Student Centered Learning,Educational Improvement,Teacher Collaboration,Secondary School Mathematics,High School Teachers,Algebra,Networks,Teaching Methods,Communities of Practice,Teacher Competencies,Learner Engagement,Student Surveys,Teacher Surveys,Student Attitudes,Teacher Attitudes,Cooperative Planning,Teacher Leadership

This report presents key lessons from the third year of the Better Math Teaching Network (BMTN), a networked improvement community aimed at improving student-centered instructional practices. As a networked improvement community, BMTN educators use a collaborative work approach and quick-cycle testing to refine instructional routines, adjusting and adapting to the results of their work as needed. This report dives into how these educators were able to test change ideas over the course of the 2018-19 school year, and key findings related to the importance of network-created resources, the Network's success in engaging students, and more. [For &quot;Better Math Teaching Network: Lessons Learned from Year 2,&quot; see ED608796.]
Interstate Passport Project First in the World Grant: Final Report
Author: McKay, Heather
Date: 2020-10-00
Type: Reports - Research
Subjects: Interstate Programs,College Transfer Students,Enrollment,College Credits,Grade Point Average,Outcomes of Education,Academic Achievement,College Entrance Examinations,Scores

In September 2015, the Western Interstate Commission for Higher Education (WICHE) was awarded a First in the World (FITW) grant from the United States Department of Education. Interstate Passport® is the only nationwide network of regionally accredited, nonprofit, public and private two- and four-year institutions dedicated to the block transfer of lower-division general education credits. This study of ten Interstate Passport Network (Network) member institutions across two states finds that students who transferred among Network institutions were enrolled more continuously, earned more credits, and had slightly higher grade point averages (GPAs) than similar students who transferred into Network institutions from non-member institutions. The findings for enrollment and credit accumulation suggest that the Interstate Passport program may facilitate students' post-transfer pathways in their Network member receiving institutions. The modest GPA impact could mean that, compared to similar policies and practices, the Passport Learning Outcomes are better at preparing students for academic success after transfer. [This report was prepared by Rutgers' Education and Employment Research Center (EERC), housed within the School of Management and Labor Relations (SMLR).]
2019 Ohio Remediation Report: For Fall 2018 Enrolling College Students (Spring 2018 High School Graduates)
Author: Ohio Department of Education
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: High School Graduates,In State Students,Remedial Instruction,College Freshmen,Access to Education,College Readiness,Adult Students,Public Colleges,Community Colleges,Enrollment,Racial Differences,Social Differences,Economically Disadvantaged

In fulfillment of Ohio Revised Code section 3333.041 (A) (1), the Chancellor of the Ohio Department of Higher Education (ODHE) has published a listing by school district of the number of 2018 high school graduates that attended a state institution of higher education in the 2018-2019 academic year. The listing provides the percentage of each district's graduates that were required to enroll in a non-credit-bearing remedial course in English or mathematics prior to enrolling in credit-bearing courses generally required for first-year students. In fulfillment of Ohio Revised Code section 3345.061 (H), the Chancellor of the Ohio Department of Higher Education and the Superintendent of Public Instruction herein submit the 2019 Ohio Remediation Report, based on data from the high school graduating class of 2018. The data represented in this report were pulled using a methodology first implemented in fall 2017 to capture first-time students matriculating into college using course enrollment records, which is expected to result in a more accurate student count. To ensure the numbers represented in the report reflect accurate trends, ODHE's Office of Data Management and Analysis pulled numbers back to fall 2014 using the same methodology. [For the previous report &quot;2018 Ohio Remediation Report: For Fall 2017 Enrolling College Students (Spring 2017 High School Graduates),&quot; see ED594507.]