ethanporcaro/eric-fulltext-meta huggingface dataset:
Mongolian: The Mongolian Language in Education in the People&apos;s Republic of China. Regional Dossiers Series
Author: Badma-Odsar, Comp.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Language Minorities,Native Language Instruction,Language Usage,Educational Policy,Geographic Regions,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Public Schools,Private Schools,Bilingual Education,Educational Administration,Educational Finance,Educational Legislation,Instructional Materials

In this dossier the focus is mainly on the Mongolian language in education in the Inner Mongolia Autonomous Region (hereafter: Inner Mongolia). The Khalkha dialect, which is a dialect of the Mongolian language, is written with its Cyrillic script in Mongolia. In Inner Mongolia, people write with Hudum, a vertical Mongolian script that is also known as the traditional Mongolian script. In China, there are three main Mongolian dialect groups: the Oirat dialect, the Inner Mongolian dialect and the Barag-Buryats dialect. The Inner Mongolian dialect is further divided into six dialects: Chahar, Khorchin, Kharchin, Baarin, Ordos and Alshaa. Among these, Chahar is considered as the standard Mongolian pronunciation in China (Qingeltai, 1999). Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. The dossiers serve several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling mainly in Europe but also in other parts of the world. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions. This information serves The several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Asia. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deal with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [Unless otherwise stated academic data refer to the 2015/2016 school year.]
Restorative and Conflict Resolution Interventions
Author: Nese, Rhonda N. T.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Conflict Resolution,Intervention,Problem Solving,Best Practices,Discipline,Social Justice,Peer Mediation,Student Behavior,Behavior Problems,Diversity

Conflicts between peers are inevitable in schools, and schools must be equipped with strategies to assist students in avoiding conflicts and engaging in problem-solving when conflicts occur. Restorative practices and other conflict resolution interventions such as peer mediation are gaining popularity, particularly as an alternate framework to the overutilization of disciplinary punishment with ethnic minority students. This chapter discusses the effective use of restorative practices and conflict resolution interventions, with an emphasis on establishing these types of practices in schools using best practices. [In T. Collins &amp; R. Hawkins (Eds.), &quot;Peers as change agents: A Guide to implementing peer-mediated interventions in schools.&quot;]
Moving Away from Disproportionate Exclusionary Discipline: Developing and Utilizing a Continuum of Preventative and Instructional Supports
Author: Nese, Rhonda N. T.
Date: 2020-00-00
Type: Reports - Research
Subjects: Discipline,Suspension,Expulsion,Teaching Methods,Student Behavior,Interpersonal Competence,Skill Development,Teacher Student Relationship,Disproportionate Representation,At Risk Students,Educational Environment,Positive Behavior Supports,Student Needs,Intervention

Ample scientific research has documented that exclusionary discipline practices are both ineffective for reducing unwanted behaviors and harmful to the long-term social and academic outcomes of students. Further, exclusionary discipline practices are especially harmful given their disproportionate use with students of color, students with disabilities, students living in poverty, and students who are struggling academically. To address these issues, the authors describe a process that uses instructional strategies as alternatives to exclusion. These instructional strategies hold promise for reducing the use of disproportionate discipline, improving student behavior and social skills, and strengthening student-teacher relationships. [This paper will be published in &quot;Preventing School Failure.&quot;]
Does &quot;Measure Up!&quot; Measure Up? Evaluation of an iPad App to Teach Preschoolers Measurement Concepts
Author: Schenke, Katerina
Date: 2020-00-00
Type: Reports - Research
Subjects: Program Evaluation,Instructional Effectiveness,Teaching Methods,Handheld Devices,Computer Oriented Programs,Preschool Education,Preschool Children,Mathematics Instruction,Measurement,Mathematics Skills,Parent Participation,Game Based Learning,Educational Games,Mathematical Concepts

Understanding digital supports for early learning is paramount for school readiness and later mathematics learning. We present results from a randomized control trial evaluating a digital app (Measure Up!) and a parent companion app (Super Vision) designed to teach children measurement concepts, a skill that many teachers do not feel comfortable teaching. Ninety-nine 4- and 5-year-old children were randomly assigned to one of three conditions: Measure Up!, Super Vision + Measure Up!, or a control game. Analyses revealed a statistically significant effect of being in the treatment group (Measure Up! or Measure Up! + Super Vision) on children's posttest scores (about two additional questions correct), controlling for the pretest and demographic characteristics (gender, SES). In particular, gains were made for children's understanding of pan balances. There was no significant difference between the two treatment groups. Results suggest that apps can be designed to help children learn important mathematics skills; however, more research needs to be done to understand how parent supports can be better designed. Implications for evaluation and design of game-based learning tools are discussed. [This paper was published in &quot;Computers and Education&quot; v146 2020.]
Preliminary Analysis of an Instructional Alternative to Exclusionary Discipline
Author: Nese, Rhonda N. T.
Date: 2020-00-00
Type: Reports - Research
Subjects: Discipline,Student Behavior,Behavior Problems,Behavior Modification,Skill Development,Social Development,Problem Solving,Teacher Competencies,Leadership Qualities,Teacher Student Relationship,Program Effectiveness,Suspension,Expulsion,At Risk Students,Positive Behavior Supports,Middle Schools,Referral,Time Factors (Learning),Classroom Techniques,Professional Development

Decades of research have shown that exclusionary discipline practices are not only ineffective for changing student behavior, they lead to worse social, behavioral, and academic outcomes for students. This article explores the findings from a pilot study of the &quot;Inclusive Skill-Building Learning Approach&quot; (ISLA), an instructional alternative to exclusionary discipline practices. The purposes of ISLA are to improve student social and behavioral problem-solving, teacher and administrator practices, and student-teacher relationships while also reducing lost instructional time for student excluded from their learning environment. Results from the pilot indicated that implementation of ISLA was associated with reductions in exclusionary discipline practices (Cohen's &quot;h&quot; effect sizes ranged from 0.06 to 0.18 across schools and outcomes), and a substantial decrease in instructional minutes lost (~ 92%). Educational staff also reported favorable impressions of the intervention. Practical and conceptual implications, limitations of this study, and directions for future research are further discussed. [This is the in press version of a paper to be published in &quot;The Journal of At-Risk Issues.&quot;]
Using Research to Improve Outcomes. Middle School Matters Program No. 4
Author: Dynarski, Mark
Date: 2014-06-00
Type: Guides - General
Subjects: Educational Research,Outcomes of Education,Middle School Students,Readiness,Educational Change,Theory Practice Relationship,Middle School Teachers,Program Effectiveness,Instructional Effectiveness,Research Utilization

The field of education is asking how research and evidence can bolster the knowledge of its practitioners. Educators increasingly are asked to use research and evidence to support their choices of programs, practices, and processes. The promise of using research in this way is more effective teaching and learning. But not all research and evidence is alike. Simply calling a paper, report, or essay &quot;research&quot; does not necessarily mean it conforms to standards of the research community. This brief is a guide to middle grade practitioners about how to use research to improve instruction and to identify effective programs, materials, and resources. Practitioners can use this brief to determine whether research supports their current practices and whether the implementation of those practices is in line with the evidence.
Investing in Teacher Leadership: A Better Way to Make Job-Embedded Professional Learning a Reality in Every School
Author: National Institute for Excellence in Teaching (NIET)
Date: 2019-06-05
Type: Reports - Descriptive
Subjects: Teacher Leadership,Faculty Development,Educational Change,Instructional Effectiveness,Educational Policy,Elementary Secondary Education,Educational Legislation,Federal Legislation,School Districts,Educational Administration,State Legislation,Advocacy,School Funds,Cooperative Learning,Evidence Based Practice

Every year we invest billions in professional development to build teachers' capacity to better address the diverse academic needs of every student. Yet student learning continues to fall short of expectations in too many places. We must ask the question: Is there a better way to invest in the professional learning of teachers across America? Our answer is an emphatic yes. NIET has spent 20 years building the capacity of teachers and school leaders. We have seen that professional learning is best led by teachers and leaders within the school building. Funding flexibility under the Every Student Succeeds Act (ESSA) offers a renewed opportunity to fund teacher leadership as a strategy for schoolwide instructional improvement. In this report, we provide recommendations that leaders at district, state, and federal levels can use to align funding and practices to invest in building the instructional capacity of teachers through professional learning led by teacher leaders.
New Mexico Higher Education Department Annual Report, 2019
Author: New Mexico Higher Education Department
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Community Colleges,Private Colleges,Tuition,Educational Finance,Financial Support,Academic Degrees,Certification,At Risk Students,College Faculty,Teacher Salaries,Educational Attainment,Undergraduate Students,Graduate Students,Expenditures,Teacher Student Ratio,Graduation Rate,Student Financial Aid,Articulation (Education),School Holding Power,College Readiness,Career Readiness,Transfer Programs,State Programs,Institutional Characteristics,Scholarships,Loan Repayment,Racial Composition

This annual report provides the details of how some of New Mexico Higher Education Department's (NMHED) accomplishments will improve the lives of New Mexico's students. In addition to information about NMHED led programs, this report includes profiles of each of New Mexico's public higher education institutions (HEIs) to the report. Each profile is a current snapshot of each institution and includes: (1) Student enrollment demographics, disaggregated by race/ethnicity, age, course load (full-time/part-time), and level; (2) Completions by award level, disaggregated by race/ethnicity; (3) Tuition cost; (4) Top 3 certificates or degrees awarded in AY 18-19; (5) The number of awards earned by financially at-risk students in AY 18-19; (6) Community engagement activities; (7) Number of faculty; (8) Faculty compensation; (9) Revenue; and (10) Use of funds. [For the 2018 report, see ED594730.]
Dyslexia Informational Paper
Author: North Dakota Department of Public Instruction
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Dyslexia,Student Characteristics,Symptoms (Individual Disorders),Referral,Screening Tests,Intervention,Academic Accommodations (Disabilities),Misconceptions,Preschool Education,Elementary Secondary Education

The North Dakota Department of Public Instruction &quot;Guidelines for Serving Students with Specific Learning Disabilities in the Education Setting&quot; (ED591017) recognizes that dyslexia is associated with a specific learning disability in the area of basic reading skills. Students with dyslexia may have difficulty not only with reading, but also with spelling and performing other skills related to the use of printed language. Many students with dyslexia have difficulties identifying separate speech sounds within a word and learning how individual letters represent sounds. A student with dyslexia does not lack intelligence or the desire to learn. This purpose of this document is to provide parents, educators, administrators and others with a resource that may assist in learning more about dyslexia. Additional resources that may increase in understanding dyslexia are listed the end of this document.
Crisis Point: How Enrollment Management and the Merit-Aid Arms Race Are Derailing Public Higher Education
Author: Burd, Stephen
Date: 2020-02-10
Type: Reports - Evaluative
Subjects: Enrollment Management,Public Colleges,Need Analysis (Student Financial Aid),Expenditures,Student Financial Aid,Privatization,Low Income Students,Working Class,Economic Climate,Financial Needs,Merit Scholarships

This report analyzes data from 2001-2017 to examine public four-year universities' spending on financial aid dollars--specifically between non-need-based and need-based aid. Our researcher found that these universities have spent nearly $32 billion of their own financial aid dollars on students who lack financial need, according to an analysis New America conducted prior. About $2 out of every $5 these public universities provided went to non-needy students--those whom the federal government deems able to afford college without financial aid. For generations, public colleges and universities, with the help of the federal government and states, provided a low-cost higher education to students in their home states. By keeping their prices low, these schools offered students from low-income and moderate-income families a gateway to the middle class. The more public universities engage in these practices, the harder it gets for others to resist for fear of putting themselves at a competitive disadvantage. As a result, schools that provide generous amounts of non-need-based aid cannot rest easy. They have to keep ratcheting up their scholarships or discounts to try to stay ahead of their competition, creating an ever-expanding arms race. Our analysis shows this &quot;merit-aid&quot; arms race at work.
High Value Credentials for New England: Defining, Identifying and Supporting High Value Credentials
Author: Williams, Candace
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Credentials,Career Readiness,College Graduates,Nonprofit Organizations,Value Judgment,State Policy,Labor Force Development

The growth in the number of types and providers of credentials has much to do with new conceptions of the &quot;currency&quot; of higher education. Students and employers are placing more value on the skills, competencies and knowledge a learner obtains, rather than on credit hours, seat-time or degrees. Alternative credentials and credential providers are adapting to this trend in order to capture new students, be the provider-of-choice to employers, advance lifelong learning and keep pace with quickly changing industries and skill requirements. A growing credentials marketplace may mean greater access to flexible, stackable and affordable programs, but it also has implications for the quality of learning and the employment outcomes of students. For individuals, the ability to interpret differences between types of credentials, education providers and professional benefits that come with credential attainment can have life-altering consequences. This brief is designed to share insights, gleaned through the implementation of High Value Credentials for New England (HVCNE) and its advisory committee, on defining, identifying and supporting high value credentials.
Supporting Early Learning in America: Policies for a New Decade
Author: Bornfreund, Laura
Date: 2020-02-18
Type: Reports - Descriptive
Subjects: Early Childhood Education,Elementary Education,Teacher Recruitment,Teacher Education,Teacher Persistence,Family Involvement,Language Usage,Cultural Influences,Kindergarten,Primary Education,Educational Improvement,Educational Finance,Financial Support,Educational Policy,Bilingualism

Over the last decade, there has been increased attention on early education, but real progress for children and families has remained out of reach. We want America's children to become lifelong learners who are able to think critically and inventively, manage their emotions and impulses, and make smart decisions by drawing upon a rich knowledge base about how the world works. To make this goal a reality for all children, New America makes eight recommendations, suggests specific actions, and pinpoints which actors--federal, state, and local policymakers, as well as educators and administrators--should help move the work forward. [Additional funding was provided by the Richard E. and Nancy P. Marriott Foundation and Trust for Learning.]
NIET Research Summary: Examining the Evidence and Impact of NIET&apos;s Initiatives, Winter 2020
Author: Hudgens, Tanée M.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Teacher Competencies,Teacher Evaluation,Evaluation Methods,Scoring Rubrics,Observation,Teacher Attitudes,Faculty Development,Leadership Training,Professional Development,Elementary Secondary Education,Partnerships in Education,Collegiality,Cooperation,Teacher Persistence,Academic Achievement,Educational Improvement,Preservice Teacher Education,Teaching Skills,Employment Level,Beginning Teachers,Teacher Effectiveness,Principals,Administrator Education,Coaching (Performance),Leadership Qualities,Mathematics Achievement,Rural Schools,Human Capital,Standards,Fellowships

As NIET enters its 20th year, research continues to point to the effectiveness of NIET's support and the positive impact of investing in human capital. The Winter 2020 Research Summary captures both NIET's key long-term impact, shares promising results highlighting that the TAP System [The System for Teacher and Student Advancement] sustains effectiveness, and spotlights specific districts' successes. Among the highlights is DeSoto Parish Schools in Louisiana. Since partnering with NIET to implement the TAP System in 2008, DeSoto's decade-long commitment to excellent teaching has improved student performance, and the work has deepened even across leadership transitions.
Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2019
Author: Indiana University, National Survey of Student Engagement
Date: 2020-00-00
Type: Reports - Research
Subjects: Educational Quality,Learner Engagement,Academic Advising,Educational Trends,Academic Persistence,Educational Practices,Institutional Mission,Teacher Student Relationship,College Faculty,Data Use,School Holding Power,College Environment,Time Management,Academic Achievement,Intention,Reentry Students,Service Learning,Communities of Practice,Student Research,Internship Programs,Study Abroad,Capstone Experiences,College Freshmen,College Seniors,Career Planning,Undergraduate Study

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. The Center for Postsecondary Research at Indiana University's School of Education administers NSSE, in partnership with the Indiana University Center for Survey Research. This report presents key findings from the 2019 administration of NSSE and its companion survey, the Faculty Survey of Student Engagement (FSSE). NSSE surveyed first-year and senior students attending 531 bachelor's degree-granting institutions across the United States in spring 2019, while FSSE results came from 120 institutions, almost all of which administered NSSE as well. &quot;Annual Results 2019&quot; also provides findings from a subset of NSSE respondents who answered additional questions about academic advising and from a study of the persistence of first-year students. Engagement Indicators (EIs) and measures of participation in High-Impact Practices (HIPs) summarize key facets of student engagement. This report includes examples of what the following four institutions do in response to results from NSSE and its companion surveys--the Beginning College Survey of Student Engagement and the FSSE: (1) Eastern Connecticut State University; (2) Marian University; (3) Nevada State College; and (4) The University of Tampa. [For &quot;Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2018,&quot; see ED594729.]
How Reading Instruction and Reading Interventions Can Improve Student Outcomes. Middle School Matters Program No. 3
Author: Vaughn, Sharon
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Reading Instruction,Intervention,Reading Improvement,Middle School Students,Instructional Effectiveness,Evidence Based Practice,Reading Skills,Instructional Leadership,Observation,Teaching Methods,Reading Comprehension,Reading Difficulties,Cooperative Learning

There are research-based principles and practices that can be found in reading intervention research and applied in the middle grades to improve student outcomes. School leaders and teachers of all disciplines can consider using these strategies to provide effective reading instruction school-wide, as well as more intensive interventions for those students who struggle to learn to read and perform below grade level, including students who are English language learners (ELLs). These research-based strategies will enable middle grades students to have the reading skills they need not only for high school success but also for post-secondary education and/or future careers. This report presents a few questions that school leaders might ask while providing instructional leadership, conducting classroom observations, and working with teachers, and Dr. Vaughn's response based on her knowledge of research in reading instruction and reading interventions.