ethanporcaro/eric-fulltext-meta huggingface dataset:
Impacts of Home Visiting during the Pandemic: Evidence from a Randomized Controlled Trial of Child First. Working Paper
Author: Xia, Samantha
Date: 2023-03-00
Type: Reports - Research
Subjects: Child Caregivers,Home Visits,Program Effectiveness,Pandemics,COVID-19,Family Programs,Residential Patterns,Child Rearing,Stress Variables,Depression (Psychology),Program Evaluation,Access to Health Care,Telecommunications,Well Being,Child Behavior,Symptoms (Individual Disorders)

Existing research has found that home visiting programs for families with young children can improve children's development and strengthen caregivers' and families' well-being. However, the pandemic created numerous challenges for home visiting programs, forcing them to deliver services online or in a hybrid format and to adapt the content of their program models to respond to pandemic-related challenges. Questions remain about the impacts of these programs when delivered at scale during this uniquely challenging time. The current study reports 12-month impacts from a randomized controlled trial of Child First--an evidence-based home visiting program that provides a psychotherapeutic, parent-child intervention embedded in a coordinated system of care--implemented across two states. After randomly assigning a racially and ethnically diverse sample of families (N = 226) from predominantly low-income backgrounds to receive the Child First services or typical community services, the research team surveyed caregivers (N = 183) about a year after program enrollment. Results from regression models with site fixed effects revealed that Child First reduced caregivers' job losses, residential mobility, and self-reported substance abuse, and increased receipt of virtual services during the pandemic. Child First also reduced parenting dysfunction (the name of the subscale within the Parenting Stress Index) among caregivers who reported clinical depression at enrollment. There were null impacts on caregivers' psychological well-being, families' involvement with the child welfare system, children's behaviors, and other indicators of economic well-being. Implications for future research and policy are discussed.
Scaling the Impact of a Networked Improvement Community: Five Strategies from the Better Math Teaching Network
Author: Iriti, Jennifer
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Educational Improvement,Sustainability,Networks,Educational Strategies,Educational Resources,Scaling,Communities of Practice,Partnerships in Education,Conference Papers,Sharing Behavior,Peer Relationship,Web Sites,Newsletters,Information Sources,Educational Change,High School Teachers,Algebra,Student Centered Learning,Mathematics Teachers,Researchers,Models,Middle School Teachers,Information Dissemination,Geographic Regions

As the Better Math Teaching Network (BMTN) matured, different strategies for sharing network learning emerged. These strategies became more formalized and intentional as BMTN members developed tools and routines to spread the learning. Our multi-year evaluation sought to understand the affordances and constraints of each strategy. In the sections below, we present the five strategies that reflect this developmental trajectory. We begin by providing examples of each strategy. We then identify the resources necessary for implementation and reflect on the affordances and constraints of the strategy. To understand the possibilities for scaling the learning of the BMTN--and other improvement networks--we analyze each strategy using Coburn's four dimensions of scale: widespread use, depth of implementation, shift in reform ownership, and sustainability.
Engaging High School Students: The Student-Centered Assessment Network
Author: Sherer, Jennifer Zoltners
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Learner Engagement,High School Students,Student Centered Learning,Student Evaluation,Evaluation Methods,Program Evaluation,Program Development,Teacher Collaboration,Faculty Development,Teacher Attitudes,Influences,School Organization,Educational Environment,High School Teachers,Teaching Methods,Sustainability

From the fall of 2017 to the winter of 2020, the Student-Centered Assessment Network (SCAN) aimed to transform high school teaching in Rhode Island. Researchers and teachers worked together to make high school classes more student centered by increasing teachers' use of student-centered formative assessment. Network leaders (the hub) organized SCAN as an improvement network to address a shared problem of practice using improvement science. By joining the network, SCAN teachers committed to working collaboratively to make their formative assessment practice more student centered, using iterative testing cycles--Plan-Do-Study-Act (PDSA) cycles--to hone their instructional practices. SCAN was launched with a group of 23 high school teachers during the 2017-2018 school year. New teachers joined in the fall of 2018 and in the fall of 2019. The network was made up of educators from three public high schools that served a wide range of student demographics. In all, a total of 59 teachers representing seven content areas participated in SCAN. They engaged collaboratively to continuously improve their teaching, enhancing learning for thousands of Rhode Island high school students. This developmental evaluation of SCAN aims to: (1) infuse an evidence-based critical friend/thought partner perspective into the network development process; (2) track growth and the development of the Networked Improvement Community (NIC) as a learning organization; (3) produce useable knowledge for the education field and specifically for other educators, policymakers, funders, and researchers interested in the NIC model as a way to organize for improvement and address high-leverage practical problems; and (4) advance the evaluation field by testing and refining models for evaluating improvement processes and NICs in education contexts.
Investigation of How Freshman Pre-Service Teachers Relate Chemistry Laboratory with Daily Life
Author: Önen Öztürk, Fatma
Date: 2022-07-00
Type: Journal Articles
Subjects: College Freshmen,Preservice Teachers,Science Instruction,Chemistry,Relevance (Education),Laboratory Experiments,Science Experiments,Foreign Countries,Knowledge Level

Chemistry includes observable phenomena and materials related to daily life, but learners sometimes have difficulties understanding the theoretical and abstract nature of chemistry as well as its applications and relating it to everyday experiences. In this manner, the aim of the study is to determine and assess whether pre-service science and pre-service chemistry teachers could relate the experiments conducted in the chemistry laboratory to daily life or not. The research is designed as a case study and the study group consists of pre-service science (n=18) and chemistry teachers (n=18) who are studying at a state university in Istanbul. Research data is collected with open-ended questions in accordance with the general chemistry laboratory I course content. The questions aimed to investigate the conceptual understanding and the views of pre-service teachers. The results showed that the participants could not adequately make the conceptual explanations, however, they were able to establish the connection with daily life. Also, the pre-service teachers stated that they did not have any difficulties integrating chemistry with daily life in the interviews. In light of the findings, some implications were drawn to establish a relationship between the content and laboratory courses and daily lives to make more meaningful learning.
Beyond an HSI Designation: Exploring Strategic Practices for HSI Grant Participation
Author: Arroyo, Cassandra
Date: 2023-03-00
Type: Reports - Research
Subjects: Hispanic American Students,Minority Serving Institutions,Grants,Universities,Educational Legislation,Federal Legislation,Higher Education,Educational Finance,Competition,Planning,Federal Aid,Sustainability

Since the 1990's, the federal government has allocated funds to Hispanic-Serving Institutions (HSIs) to through the Title V, Developing Hispanic-Serving Institutions program. However, this program has become increasingly competitive such that less than half (40 percent) of all eligible HSIs received Title V funds in 2020. The competitive nature of HSI federal funding has increased the importance for HSIs to plan effectively for grant competitions and utilize funds in a sustainable manner that supplements existing institutional efforts. The increasingly limited reach of federal funding has raised questions regarding how institutions participate in HSI federal grant programs and the impact these programs have on sustaining institutional practices that facilitate Latino student success. &quot;Excelencia&quot; in Education interviewed six HSIs to understand how these institutions have participated in HSI federal grant competitions, specifically the Title V and HSI STEM grant programs. The institutions shared their current strategies for preparing federal grant applications, how they have leveraged federal funding to advance and sustain institutional efforts, and what it means to them to be an HSI. From the interviews, the HSIs demonstrated strategies that can refine the way policymakers and HSI advocates approach the way they support HSIs. The implications of the institutional practices shared in this brief may inform how other HSIs strategize their own federal grant participation strategies and inform the U.S. Department of Education (ED) in how their grant application and evaluation processes look in practice.
The BoSTEM Initiative: Creating Pathways to the STEM Workforce
Author: Rennie Center for Education Research and Policy
Date: 2022-00-00
Type: Reports - Research
Subjects: STEM Careers,Career Pathways,Demand Occupations,Labor Needs,Middle School Students,After School Education,Public School Teachers,School Business Relationship,Partnerships in Education,Educational Opportunities,Career Exploration,Student Interests,Disadvantaged,Power Structure

Massachusetts has developed a reputation for being a hub of innovation in science, technology, engineering, and math. Fields like health care and technology are booming here. Yet compared with the general population, the people who fill these roles are disproportionately White. Estimates indicate that between 2018 and 2028, one out of every three jobs created in Massachusetts will be in STEM fields. There are increasing opportunities to work in this growing, lucrative industry. But for whom? Research shows that even though many students with marginalized identities have an intrinsic interest in and capacity for STEM coursework, there is a systemic shortage of support, representation, and resources to help cultivate that interest. This case study looks at how the BoSTEM Initiative is working to fill this gap by coordinating a system of high-quality out-of-school-time STEM learning opportunities for middle school students through collaboration with out-of-school-time programs, Boston Public Schools educators, and local STEM industry partners. The report delves into the data to track its progress over the past few years, its potential for continued impact, and how it can be used as a replicable model for communities in other regions. [Contributions to this report were provided by Meghan Volcy, Laura Dziorny, Chad d'Entremont, and Catherine Rauseo.]
The Better Math Teaching Network: Lessons Learned from a 5-Year Instructionally Focused NIC
Author: Smith, Toni M.
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Mathematics Instruction,High School Teachers,Researchers,Algebra,Learner Engagement,Scoring Rubrics,Learning Activities,Educational Improvement,Mathematical Logic,Problem Solving,Theory Practice Relationship,Research and Development

The Better Math Teaching Network (BMTN) is a networked improvement community (NIC) of researchers and high school teachers from New England who use improvement science principles to deepen student engagement in algebra content. The BMTN began as a pilot during the 2015-16 school year and concluded in fall 2021. Key learnings from the network include the following: (1) The Plan-Do-Study-Act (PDSA) approach to the testing of instructional routines proved to be a durable structure for teachers to reflect upon and improve their instruction; (2) The tested routines most commonly focused on improving students' mathematical justifications and problem-solving skills; (3) Network-developed rubrics and learning activities helped teachers improve opportunities for their students to deeply engage with math content; (4) Network learning activities enhanced teacher learning and supported the spread of promising ideas within the network; and (5) Over time, teachers and researchers spread learnings to educators outside the network through multiple modes and channels of communication.
The Future of Digital Learning in the Kingdom of Saudi Arabia: A Landscape Analysis and Exploration of the Trends Shaping the Future of Learning
Author: Online Learning Consortium (OLC)
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Online Courses,Electronic Learning,Internet,Personal Autonomy,Information Security,Technology Integration,Professional Development,Design,COVID-19,Pandemics,Teaching Methods,Evaluation Methods,Global Approach,Educational Innovation,School Closing,Access to Education,Lifelong Learning,Student Needs,Gamification,Educational Games,Computer Simulation,Artificial Intelligence,Student Centered Learning,Inquiry,Certification,Academic Degrees

The purpose of this report is to explore global trends, emerging research, innovative models, and expert insights regarding the future of learning by detailing the present context of a rapidly changing and hyper-connected world. Our innovation framework for describing the future of digital learning, which emerged during the research process, covers three dimensions: (1) design, (2) teaching and learning, and (3) assessment. Building on the established partnership between the National eLearning Center (NeLC) and the Online Learning Consortium (OLC), the findings presented in the following report expand on previously published recommendations for the future of learning in general, by highlighting unique themes and emerging trends that span technology-enhanced and online learning contexts alike.
ESSER Plans in Action: A Closer Look at Spending in Four Massachusetts Districts
Author: Rennie Center for Education Research and Policy
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Federal Aid,Emergency Programs,Grants,Elementary Secondary Education,COVID-19,Pandemics,Planning,Educational Finance,Public Schools,Time on Task,Achievement Gains,Student Transportation,Educational Facilities

Massachusetts has received $2.9 billion in Elementary and Secondary School Emergency Relief (ESSER) funding, with the vast majority going to districts. Across the state, almost all of the first round of funding (ESSER I) and the majority of the second round (ESSER II) has been spent. Districts now have until September 2024 to spend the remainder of the third round of funding (ESSER III). How is this money being used? And what challenges do districts face in spending such a large amount of money effectively? To find out, our EdImpact Research Consortium created a Data Dashboard to track and analyze spending in 24 key districts. But the numbers alone don't tell the whole story. To dig deeper into the successes and challenges districts have faced in allocating ESSER funding, we also produced this case study that takes a closer look at what this process looks like for Holyoke Public Schools, New Bedford Public Schools, Revere Public Schools, and Worcester Public Schools. Through data analysis and interviews with district staff, this case study explores these districts' journeys to address students' lost learning time, the ways they have chosen to use funds, and some of the most expensive items in their ESSER plans. [This report was prepared with EdImpact Research Consortium, a collaboration between the Rennie Center for Education Research &amp; Policy, the CERES Institute for Children &amp; Youth at Boston University Wheelock College, Education Resource Strategies (ERS), and the Massachusetts Business Alliance for Education (MBAE).]
The Negative Fiscal Impact of Cyber Charter School Expansion in Pennsylvania Due to COVID-19
Author: Lapp, David
Date: 2022-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: Virtual Schools,Charter Schools,School Expansion,COVID-19,Pandemics,Enrollment,Educational Finance,Budgets,Tuition,Expenditure per Student

Pennsylvania has &quot;the highest cyber charter school enrollment in the country&quot; with student enrollment soaring in 2020-21 due to concerns related to the COVID-19 pandemic. School districts paid over $1 billion in tuition for students enrolled in Pennsylvania's 14 cyber charter schools in 2020-21, a $335 million increase over the prior school year. Districts now cite charter school tuition as their top budget pressure. In a 2017 study, Research for Action found that districts are unable to realize substantial savings when students depart for charter schools, leaving the vast majority of tuition as a &quot;stranded cost&quot; or negative fiscal impact on district finances. Here we apply the findings of that study to estimate the fiscal impact of the expansion of cyber charter schools attributable to the pandemic. We find that year-one stranded costs ranged from $290 to $308 million dollars statewide, highlighting the need for policymakers to address the inefficient spending on cyber charter schools in current law. We also describe the broader context of cyber charter schools in Pennsylvania.
Meeting the Demand for New Workers -- Investing in Career Related Learning for High School Students
Author: Cooper, Donna
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: High School Students,Career Education,Labor Needs,Labor Force Development,Vocational Education,Career Pathways,Career Exploration,Education Work Relationship,Apprenticeships,Dual Enrollment

Pennsylvania has a fragmented, underfunded high school career-related education system. This undercuts success in college and careers for hundreds of thousands of students annually, while exacerbating skill shortages for businesses and throttling Pennsylvania's economy. Pennsylvania also has a legislature that supports career-related education on a bicameral, bipartisan basis, a governor that wants to &quot;drastically increase&quot; CTE, and a body of experience with industry-led workforce intermediaries beyond most states. Through strategic and integrated investment and system-building in career-related education in K-12 public education, Pennsylvania can leapfrog other states, expand the horizons and futures of Pennsylvania students, and enable businesses to thrive. It's time for Pennsylvania's new legislature and new governor to get started. [This report was produced in partnership with Children First and the PA Schools Work campaign.]
The Opportunity to Pursue Their Dreams: How Rigorous Instruction Prepares Students for Postsecondary Success at the Pioneer Charter School of Science II
Author: Eaton, Annelise
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Practices,Difficulty Level,College Readiness,Academic Achievement,Educational Attainment,STEM Education,Academic Aspiration,Career Exploration,Alumni,Athletics,Family Involvement,Peer Relationship,Academic Support Services,School Effectiveness

The Rennie Center for Education Research &amp; Policy partnered with The Boston Foundation to examine and document the school-level practices that have enabled high growth and high academic achievement at the Pioneer Charter School of Science II, the winner of the 2021 Pozen Prize for Innovative Schools. The Rennie Center began with a review of existing literature, documenting practices that support high academic achievement in science, technology, engineering, and mathematics. Scholarly research supported the development of a research protocol, which guided site visits at Pioneer. Information presented in this case study reflects findings from a data review, school observations, interviews, and focus groups with students, community members, teachers, and administrators at Pioneer.
Evaluating the Effectiveness of an Academic Success Program: Showcasing the Importance of Theory to Practice
Author: Pope, Andrea M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Theory Practice Relationship,Academic Probation,Success,Student Personnel Workers,Skill Development,Required Courses,Academic Persistence,Self Management,Study Skills,Social Support Groups,Student Behavior,College Students

To provide an example of outcomes assessment that aligns with student affairs standards (Finney &amp; Horst, 2019a), we share our process of assessing a mandated eight-week program for students on academic probation. Furthermore, our process highlights the value of using existing theory and research to inform assessment and program redesign efforts (Pope et al., 2019). Using a high-quality theory-based measure, we assessed several student learning and development outcomes (e.g., institutional commitment, academic self-efficacy) that theory and research indicated are necessary for students to achieve academic success. Based on the outcomes assessment results, we identified which aspects of the program seemed to be working and which aspects needed improvement. Finally, we close by providing recommendations for other professionals seeking to build and assess high-quality student affairs programs informed by theory and research. [The publication year on the PDF is incorrect, this article was published in 2023.]
&quot;I Have a Few Questions&quot;: Reframing Assessment Practice as Asking and Answering Questions That Matter
Author: Finney, Sara J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Outcome Measures,College Outcomes Assessment,Student Personnel Workers,Student Personnel Services,Questioning Techniques,Prompting,Professional Development

Student affairs educators are asked fundamental questions about programming and its effectiveness. Stakeholders (e.g., students, parents, accreditors) ask what programming (e.g., activities, strategies, curriculum) is offered, &quot;why&quot; it is offered, and &quot;who&quot; benefits in terms of learning and development (e.g., Carpenter, 2001; US Department of Education, 2006). Given these questions are typical and expected, I illustrate how outcomes assessment can be represented as a process of answering common and pertinent questions that matter in higher education. In turn, the assessment process is presented as a valued activity to student affairs educators, not something novel or an add-on. Moreover, a question-answering approach has been shown to be less controlling than direct appeals (Walton &amp; Wilson, 2018), prompting subsequent task engagement (Wood et al., 2016). Therefore, processing assessment-related questions should prompt engagement in outcomes assessment.
Psychological First Aid: How to Help Students Recover after a Personal, Community, or School-Based Emergency. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Readiness,School Safety,Stress Management,Mental Health,Training,School Personnel,Intervention,Emergency Programs,Coping,First Aid,Resilience (Psychology),Trauma,Crisis Management,Emotional Response,Teacher Role,Listening,Teacher Student Relationship,Behavior,Elementary Secondary Education,Preschool Education,Referral

Psychological First Aid (PFA) is a concept that can be traced to an article published by the American Psychiatric Association in 1954 recognizing the benefits of early crisis interventions that relieve stress and human suffering. This fact sheet explores the goals of PFA models; outlines when and how schools can implement PFA, including considerations to keep in mind when implementing; and describes the type of training school staff need to use this strategy effectively.