ethanporcaro/eric-fulltext-meta huggingface dataset:
PreK Special Education Inclusion Practices in Maine: An Exploratory Study of Three Districts
Author: Fairman, Janet C.
Date: 2019-03-00
Type: Reports - Research
Subjects: Preschool Education,Regular and Special Education Relationship,Inclusion,School Districts,Social Development,Emotional Development,Student Needs,Teacher Attitudes,Barriers,Educational Resources,Educational Practices,Disability Identification,Public Schools,Program Effectiveness,Grants,Faculty Development,Special Education

The question of how to best meet the social and emotional needs of PreK students in Maine has been a legislative focus in recent years, including two attempts to convene legislative task forces to restructure the provision of special education services for children aged 3 to 5. This Maine Education Policy Research Institute (MEPRI) study sought to address the research gap on PreK special education inclusion. Specifically, this study sought to learn more about current practices and views regarding the inclusion of special education students in public PreK programs, what challenges schools and teachers face in serving these children, and what additional resources such as training, equipment or personnel are needed to serve these students effectively. Research questions guiding this study included: (1) What are the school's current practices regarding PreK special education inclusion; (2) What challenges are there in identifying and serving students with challenging behaviors or special needs within the PreK program; (3) What additional resources do schools need to identify and serve the needs of students with special needs in their PreK programs; and (4) What impacts do schools perceive from their participation in Maine's Public Preschool Inclusion Cohort Training and Technical Assistance program? This small exploratory study used qualitative research methods including interviews with district and school administrators and PreK teachers and coordinators from four schools and three districts participating in the MDOE's Public Preschool Inclusion Project. A total of eight interviews were conducted involving 12 individuals in fall 2018. Interviews were audio-recorded and transcribed. Data analysis included case summaries of each school around the research questions, and identification of themes and patterns across the four participating schools. Findings are described in this report related to the broad research questions framing this inquiry While this study may not have identified the full range of PreK education practices nor all challenges schools face, the authors feel confident that the findings are fairly representative of experiences and concerns shared by other schools in the state. Interview questions for the study are appended.
Educational Persistence in the Face of Violence: Narratives of Resilient Latino Male Youth
Author: Huerta, Adrian H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Persistence,Violence,Resilience (Psychology),Hispanic American Students,Males,Middle School Students,High School Students,Academic Aspiration,Urban Areas,Urban Education,Masculinity,Continuation Students

Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school.
LGBTQ Art Teachers&apos; Practices and Impact on Self-Identification for LGBTQ Students
Author: San Valentin, A.
Date: 2019-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: LGBTQ People,Art Teachers,Self Concept,Secondary School Teachers,Secondary School Students,Culturally Relevant Education,Adolescents,Sexual Identity,Teacher Student Relationship,Identification (Psychology),Student Experience,Student Needs,Student Centered Learning,Art Education,Social Justice,Educational Practices

The purpose of this autoethnographic study is to find connections between past experiences as adolescents and current teaching practices among LGBTQ art teachers in order to contextualize propositions of Ladson-Billing's culturally responsive pedagogy (CRP) (1995, 2001) for LGBTQ adolescent populations. Most research on anti-oppressive pedagogy under represents effective methods for addressing the needs of LGBTQ populations in an art classroom setting. Other studies, however, highlight the need for educators to have an awareness of cultural competency and adopt practices that challenge instances of anti-LGBTQ environments. Participants consist of LGBTQ art educators and artist educators, and non-art teachers' perspectives are included to further elevate themes. Interviews and the researcher's student teaching journal are coded in order to find common themes. These themes consider participants' identification of supportive and negative experiences in school during their adolescent years, participants' personal teaching practices, and the impact of identifying as LGBTQ on teaching and art making. This study aims to examine the connections between the extent LGBTQ art teachers are able to be fully present in their own classrooms, their interactions with students, and the impact of CRP on self-identification in art for LGBTQ adolescent students.
Completing College: A National View of Student Attainment Rates, Fall 2009 Cohort. (Signature Report No. 10)
Author: Shapiro, Doug
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: College Graduates,Graduation Rate,Educational Trends,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Out of State Students,Enrollment,Educational Attainment,Cohort Analysis,Age Differences,Gender Differences,Full Time Students,Part Time Students

This fourth annual report on national college completion rates offers a look at the six-year outcomes for students who began postsecondary education in fall 2009, the cohort that entered college as the Great Recession was ending. It looks at the various pathways students took toward degree completion, as well as the completion rates through May 2015 for the different student types who followed each pathway. The report also provides discussion comparing the fall 2009 cohort's outcomes to those of the fall 2008 cohort. Major findings include: (1) Acceleration of the Decline in Overall Completion Rates; (2) Declines in Completion Rates across Ages and Enrollment Intensities; (3) Completion Rates Declined in Four-Year Institutions; (4) Decline in Completion Rates for Students Who Started at Two-Year Public Institutions Continued, Including Completions at Four-Year Institutions; and (5) Eight-Year Outcomes for Fall 2007 National Cohort. [For the supplement to this report, &quot;Completing College: A State-Level View of Student Attainment Rates. State Supplement. (Signature Report No. 10a),&quot; see ED596231.] [For &quot;Completing College: A National View of Student Attainment Rates--Fall 2008 Cohort (Signature Report No. 8),&quot; see ED556471.]
Completing College: A State-Level View of Student Attainment Rates. State Supplement. (Signature Report No. 10a)
Author: Shapiro, Doug
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: College Graduates,Graduation Rate,Educational Attainment,Educational Trends,Cohort Analysis,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Age Differences,Gender Differences,Full Time Students,Part Time Students,Enrollment

As a supplement to &quot;Completing College: A National View of Student Attainment Rates -- Fall 2009 Cohort,&quot; hereafter &quot;Completing College,&quot; this report takes a state-by-state look at the various pathways that students take to complete a college degree or certificate. This report focuses on six-year student success outcomes and college completion rates by state. The results are displayed in three sets of tables organized by institution type, showing each state's outcomes for students who started postsecondary education at four-year public institutions, two-year public institutions, and four-year private nonprofit institutions. Each set of tables provides state-level overviews of college completion outcomes. [For the full report, &quot;Completing College: A National View of Student Attainment Rates, Fall 2009 Cohort. (Signature Report No. 10),&quot; see ED596230.]
Comprehension in a Scenario-Based Assessment: Domain and Topic-Specific Background Knowledge
Author: McCarthy, Kathryn S.
Date: 2018-03-29
Type: Reports - Research
Subjects: Knowledge Level,Reading Comprehension,High School Students,Pretests Posttests,Measures (Individuals),Reading Materials,Science Instruction,Ecology,Readability,Readability Formulas

Background knowledge is a strong predictor of reading comprehension; yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students' ability to comprehend and learn from science texts. High school students (n = 3650) completed two background knowledge assessments, a pretest, comprehension tasks, and a posttest, in the context of the Global, Integrated, Scenario-based Assessment (GISA) on Ecosystems. Linear mixed effects models revealed positive effects of background knowledge on comprehension and learning as well as an interactive effect of domain and topic-specific knowledge, such that readers with high domain knowledge, but low topic-specific knowledge improved most from pretest to posttest. We discuss the potential implications of these findings for educational assessments and interventions. [This paper was published in &quot;Discourse Processes&quot; v55 n5-6 p510-524 2018 (EJ1184439).]
Studies in Teaching: 2019 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 27, 2019)
Author: McCoy, Leah P., Ed.
Date: 2019-06-27
Type: Collected Works - Proceedings
Subjects: Goal Orientation,Learning Motivation,Bias,Writing (Composition),Perspective Taking,Primary Sources,Learner Engagement,Student Interests,Childrens Literature,Kindergarten,History Instruction,Current Events,News Reporting,Film Production,Student Attitudes,Elementary School Mathematics,Abstract Reasoning,Thinking Skills,Inquiry,Multicultural Education,Cultural Awareness,Scientific Literacy,Secondary School Students,Research Projects,Instructional Materials

This document presents the proceedings of the 24th Annual Research Forum held June 27, 2019, at Wake Forest University in Winston-Salem, North Carolina. Included are the following eleven action research papers: (1) How Does Student Goal Setting Affect Motivation to Learn? (Wendell Dunn); (2) Combatting Confirmation Bias: How Writing from Opposing Perspectives Affects Understanding of Issues (Philip Grossenbacher); (3) Impact of Primary Source Activities on Student Understanding, Engagement, and Interest (Ella Wren Hill); (4) The Effect of Reading Aligned Children's Literature in Kindergarten Mathematics (Rachel Hirsch); (5) Making History Matter: How Current Event News Articles Influence Student Connections to History (Ryan Julian); (6) The Effect of Student-Produced Performative Film on Attitude toward Learning (William Kaskay); (7) Argumentative Activities and Reasoning in Elementary Mathematics (Hannah Maness); (8) The Effects of Inquiry Tasks on Students' Conceptual Understanding and Attitudes (Melissa McGahan); (9) How the Practice of Intercultural Pedagogy Impacts Cultural Intelligence among Students (Dana Reddick Nicholson); (10) Demonstration of Scientific Mindset in Secondary Students through an Independent Research Project (Samantha Stangl); and (11) Effects of Adapted Primary Literature Use on Scientific Literacy (Rachel Walter). Individual papers contain references, tables, and figures. [For the 2018 Research Digest, see ED586326.]
Assessing Comprehension in Kindergarten through Third Grade
Author: Sabatini, John P.
Date: 2016-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Reading Ability,Outcome Measures,Reading Comprehension,Listening Comprehension,Vignettes,Psychometrics,Performance Based Assessment,Prior Learning,Regression (Statistics),Predictive Validity,Predictor Variables,Young Children,Item Analysis,Cohort Analysis,Test Validity,Test Reliability,Kindergarten,Grade 1,Grade 2,Grade 3

Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary) and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of comprehension for younger students. A secondary goal was to examine developmental differences in item performance when administration was in listening versus reading modalities. Cross-sectional differences were examined across kindergarten to third grade on a scenario-based assessment comprised of literal comprehension, inference, vocabulary, and background knowledge items. The assessment, originally targeted for third grade, was administered one-on-one to 141 third grade and 485 second grade students. It was adapted for and administered to kindergarten (n = 390) and first grade (n = 419) students by reducing the number of items and switching to a listening comprehension method of administration. Each grade was significantly more accurate than the previous grade on overall performance and background knowledge. A regression analysis showed significant variance associated with background knowledge in predicting comprehension, even after controlling for grade. A deeper analysis of item performance across grades was conducted to examine what elements worked well and where improvements should be made in adapting comprehension assessments for use with young children. [This article was published in &quot;Topics in Language Disorders&quot; v36 n4 p334-355 Oct-Dec 2016 (ED596235).]
Preserving Culture and Planning for the Future: An Exploration of Student Experiences at Tribal Colleges. 2019 Special Report
Author: Center for Community College Student Engagement
Date: 2019-00-00
Type: Reports - Research
Subjects: Tribally Controlled Education,Two Year College Students,Community Colleges,Student Experience,American Indian Students,Culturally Relevant Education,Student Characteristics,College Environment,Native Language,American Indian Languages,Student School Relationship,Holistic Approach,Student Development,Interpersonal Relationship,Learner Engagement,Academic Persistence,Barriers,Transportation,Proximity,Access to Computers,Hunger,Student Financial Aid

&quot;Preserving Culture and Planning for the Future: An Exploration of Student Experiences at Tribal Colleges&quot; aims to share a narrative of the students who attend these unique institutions. Over 1,000 students across 25 tribal colleges responded to the 2017 Survey of Entering Student Engagement (&quot;SENSE&quot;), which collects information from students about their experiences from the time they decide to enroll in college through the third week of their first term. Over 2,400 students across 22 tribal colleges responded to the 2018 Community College Survey of Student Engagement (&quot;CCSSE&quot;), which gathers information from students in the spring term about their experiences throughout the academic year. [This report was supported by Project Success, an initiative of the Federal Student Aid and U.S. Department of Education and partnership with Ascendium Education Group.]
Asking Questions, Getting Answers: A Guide for Higher Ed Trustees
Author: American Council of Trustees and Alumni (ACTA), Institute for Effective Governance
Date: 2019-05-00
Type: Guides - Non-Classroom
Subjects: Trustees,Governing Boards,Governance,College Administration,Educational Quality,Admission Criteria,Institutional Mission,College Credits,Graduation Rate,Core Curriculum,Grade Inflation,Teacher Effectiveness,Teacher Evaluation,Student Evaluation,Academic Freedom,College Faculty,Program Evaluation,Paying for College,Educational Finance

This guide, updated in 2019, outlines some of the key questions trustees should ask regarding the academic and financial operations of their institutions. Institutions vary significantly in terms of size, audience, and purpose. But by asking questions and following up, trustees can play a pivotal role in ensuring that the next generation receives a quality education at the lowest possible cost.
A Mind at Work: Maximizing the Relationship between Mindset and Student Success. 2019 National Report
Author: Center for Community College Student Engagement
Date: 2019-00-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Student Attitudes,Educational Attitudes,Academic Achievement,Learner Engagement,Student Experience,Intelligence,Self Efficacy,Career Readiness,Sense of Community,Educational Benefits,Maturity (Individuals),Grade Point Average,Mathematics Skills,Academic Persistence,Success

Academic mindset encompasses individuals' beliefs about the ways learning and intelligence work. These beliefs frame students' thinking, influence how they interpret events, and ultimately affect their success. This report provides results from the first large set of data on mindset in community colleges. These data suggest that understanding the relationship between mindset and success can give colleges new tools to help students meet their academic goals. [For the 2018 National Report, see ED582931.]
KIDS COUNT Data Book, 2019: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Trends,Child Development,Child Health,Well Being,Population Trends,Educational Indicators,Social Indicators,Child Welfare,Economic Impact,Definitions,Family Characteristics,Academic Achievement,Graduation Rate,Health Insurance,Mortality Rate,Socioeconomic Status,Poverty,Early Parenthood,Racial Differences,Employment Level,Family Income,Reading Skills,Pregnancy,Early Childhood Education,Elementary Secondary Education,At Risk Persons,Mathematics Skills,Substance Abuse,Geographic Location,Grade 4,Grade 8,High School Students,Family Structure,Ethnicity,Dropout Rate

When the Annie E. Casey Foundation published its first &quot;KIDS COUNT Data Book&quot; in 1990, there were 64 million children in America. Now, almost three decades later, there are close to 74 million. This 30th edition of the &quot;Data Book&quot; examines how America's child population has changed, demographically and geographically. The &quot;2019 KIDS COUNT Data Book&quot; provides a detailed picture of how children are faring in the United States, ranking states on overall child well-being and in the domains of economic well-being, education, health and family and community. This edition also looks at how the U.S. child population has changed since the publication of the first Data Book in 1990. [Foreword by Lisa M. Hamilton. For the &quot;KIDS COUNT Data Book, 2018: State Trends in Child Well-Being,&quot; see ED585992.]
Maine&apos;s Superintendents&apos; Perceptions of Proficiency-Based Education and Proficiency-Based Diploma Systems
Author: Johnson, Amy F.
Date: 2019-01-00
Type: Reports - Research
Subjects: Superintendents,Administrator Attitudes,Competency Based Education,State Standards,Academic Standards,Educational Change,State Legislation,Program Implementation,School Districts,Student Certification,Educational Policy,State Policy,Graduation Requirements,Educational Strategies,Educational Benefits

Nationally, over the past few decades, standards-based school reform has taken root as a policy initiative and instructional model. This has advanced the use of learning standards and aligned assessments as a mechanism to bring consistency and clarity to public school curriculum and instruction, with the intention of raising student achievement. The adoption of the Maine Learning Results in 1997 marked Maine's entry into this new era of standards-based reform. For the past six years, school districts across the state of Maine had been in various stages of implementation of a 2012 law that required high schools to certify that a student has achieved proficiency in all areas of the state Learning Results standards in order to receive a diploma. As the deadline for full effect of the law became imminent with the graduating class of 2021, concerns grew over challenges with implementation. In November 2018, all Maine superintendents were invited to participate in an online survey to provide their perceptions about various policies and practices related to Maine's proficiency-based diploma legislation. Their feedback points to several areas where state policy can help them to be more successful.
Funding Career Pathways: A Federal Funding Toolkit for State and Local/Regional Career Pathway Partnerships. Revised Edition
Author: Center for Law and Social Policy (CLASP), Center for Postsecondary and Economic Success
Date: 2016-02-00
Type: Guides - Non-Classroom
Subjects: Federal Aid,Financial Support,Partnerships in Education,Educational Finance,Labor Force Development,Adult Education,Postsecondary Education,Articulation (Education),Agency Cooperation,Federal Programs,Family Programs,Welfare Services,Grants,Federal Legislation,Labor Legislation

This toolkit is designed to help interagency state and local/regional career pathway partnerships identify and use federal resources to support career pathways for adults and youth; it will also be a helpful tool for partners to use when doing unified career pathway planning under the Workforce Innovation and Opportunity Act (WIOA). Specifically, the toolkit aims to help partnerships: (1) Understand possible key components and tasks involved in developing, implementing, and maintaining career pathway programs; (2) Identify how federal resources can support these key components and tasks; and (3) Pinpoint state policy changes or other state actions needed to fully realize federal funding opportunities for pathways that connect to them. This guide will be most useful for state-level or local/regional interagency teams engaged in discussions about resources and policies across workforce development, adult education, postsecondary education, and human service programs that can support career pathways. In addition, the federal program summaries will aid regions and communities seeking to better understand federal resources that can support career pathway efforts at the regional or local level. The toolkit is divided into three sections: (1) a funding options worksheet; (2) federal program summaries; and (3) an appendix on federal funding sources for support services.