ethanporcaro/eric-fulltext-meta huggingface dataset:
Success Is What Counts: A Community College Guide to Community Engagement &amp; Strategic Partnerships
Author: Public Agenda
Date: 2017-03-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,School Community Relationship,Partnerships in Education,Stakeholders,Community Involvement,Focus Groups,Planning,Community Coordination,Facilitators (Individuals),Check Lists,Guidelines

Authentic community engagement involves substantive give and take with those outside the college who have an interest in the decisions that are made, or who potentially have a role to play in strengthening the college's work. Such engagement efforts begin with a commitment to building new or improved forms of partnership across various silos and boundaries with those in the community and region who may not be deeply familiar with the work of the college and the needs of its students. While broad-based community engagement is not appropriate for every initiative, it is essential for the long-term success of ambitious change efforts like those sought by Achieving the Dream (ATD) colleges. ATD has identified broad engagement as one of its core principles and community engagement and communication as one of the essential capacities that colleges must purposefully develop in order to fulfill their missions. This guide is designed to enhance the ability of colleges to strengthen community engagement efforts. Such efforts are critical for forging meaningful partnerships with key external stakeholders such as K-12 schools, universities, employers, and community-based organizations. This guide is also designed to help strengthen efforts to engage internal stakeholders across the institution by connecting their work to that of potential community partners who can provide vital supports to students. For colleges to become true anchor institutions in their communities, and for community partnerships to meaningfully support student success efforts, colleges must become more skillful in their engagement efforts.
Taking Stock of Stakeholder Engagement in California&apos;s Local Control Funding Formula: What Can We Learn from the Past Four Years to Guide Next Steps? Technical Report. Getting Down to Facts II
Author: Marsh, Julie A.
Date: 2018-09-00
Type: Reports - Research
Subjects: Funding Formulas,School District Autonomy,Stakeholders,Educational Finance,Citizen Participation,Boards of Education,Resource Allocation,Educational Equity (Finance),Accountability,Elementary Secondary Education,Program Implementation,Board of Education Role

In 2013, Governor Jerry Brown signed into law the Local Control Funding Formula (LCFF) with a clear mandate for democratic involvement in district goal setting and budgeting. School districts are expected to organize &quot;meaningful engagement&quot; of key stakeholders, including parents, students, educators, and the broader community, in developing and reviewing Local Control Accountability Plans (LCAPs) that detail annual goals and improvement strategies and are ultimately approved by elected school boards. In recent months the Governor has doubled down on his commitment to the local decision-making aspects of this policy. Upon announcing the 2018-19 budget, Governor Brown defended LCFF, declaring &quot;Local empowerment - that's what it's all about. The age of micromanagement from Washington or Sacramento is over as far as I am concerned.&quot; (EdSource, 2018). At this critical juncture--with LCFF in its 5th year and likely to come under even more scrutiny in the coming year with a new administration--one must ask if California should maintain a commitment to local control and expectations for stakeholder engagement in accountability and resource allocation. And if so, what more is needed to fully realize these democratic goals? This report seeks to address these key issues by answering three overarching research questions: (1) How have districts interpreted and implemented the LCFF requirement for democratic engagement over time?; (2) What role have school board members played in LCFF generally and stakeholder engagement efforts more specifically?; and (3) How does the implementation of stakeholder engagement relate to the enactment of LCFF's broader equity mandate?
Maintaining Strong Elementary Content Requirements for Prospective Teachers. NCTQ Databurst
Author: National Council on Teacher Quality
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Preservice Teachers,Preservice Teacher Education,Licensing Examinations (Professions),Elementary School Teachers,State Policy,Test Content,Knowledge Base for Teaching,Access to Information

Prospective teacher candidates should make informed decisions about which teacher preparation programs are likely to best prepare them to succeed on their licensure tests and in the classroom. However, too few states publish data that demonstrate whether specific teacher preparation programs are adequately preparing teacher candidates for their futures. This NCTQ Databurst describes each state's pass rate reporting and analyzes the quality of each state's required elementary content licensure test.
Study of Spending in Public Charter and Traditional Schools in California. Making Research Relevant
Author: Atchison, Drew
Date: 2018-11-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Traditional Schools,Educational Finance,Expenditures,Resource Allocation,Urban Schools,Institutional Characteristics,Comparative Analysis,Elementary Secondary Education,Special Education,Expenditure per Student

Although much attention in the education research literature has been placed on comparing the effectiveness of charter schools to the effectiveness in traditional public schools, far less work has gone toward developing a better understanding of the differences in spending and resource allocation between the two sectors. This report aims to help address the concern of whether resources available to public charter schools are similar to those available to traditional schools in California. Specifically, the analysis attempts to provide an accurate comparison between traditional and charter school spending in two traditional districts and two charter management organizations (CMOs), as well as answer the following question: &quot;How much would be spent on a charter school if it were treated as a traditional public school?&quot; To facilitate accurate comparisons, the American Institutes for Research collected data from several sources, including data from the Standardized Account Code Structure (SACS) and more granular and comprehensive fiscal data collected directly from two large urban districts and two prominent CMOs in California. The authors conducted interviews with individuals at the district offices and CMOs to better understand the fiscal arrangements between charter schools and their authorizing districts. The focus of this study is on charter schools from two CMOs--Aspire Public Schools and Green Dot Public Schools--operating in Los Angeles Unified School District (LAUSD) and Oakland Unified School District (OUSD). The authors chose Aspire and Green Dot as the focus of this study because they are highly regarded charter school networks with substantial numbers of schools within the two districts of interest.
Avoiding Conflicts of Interest: A Guide for School Board Members and Superintendents
Author: Washington State School Directors' Association (WSSDA)
Date: 2016-10-00
Type: Guides - Non-Classroom
Subjects: Conflict of Interest,State Legislation,Board of Education Policy,Boards of Education,Superintendents,Self Disclosure (Individuals),Ethics,Legal Problems,Role Conflict,Administrative Principles,Elementary Secondary Education

Several years ago, the Legislature adopted significant amendments to the basic conflict of interest statute for local elected officials, primarily in the area of financial thresholds, but also in the area of scope of enforcement. This is an important area of the law for board members and superintendents, so a current and thorough knowledge of the law is important. This publication reviews basic conflict of interest issues, with particular emphasis on how to structure district policies and board practices to comply with state law and public expectations when one or more board members (or the superintendent, beyond his or her contract) have an ongoing personal financial interest in the district's operations. [This is an update to the October 2007 guide &quot;Avoiding Conflicts of Interest: A Guide for School Board Members and Superintendents&quot; (ED521603).]
Singapore Education System &amp; PISA
Author: Kandemir, Anil
Date: 2017-01-25
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Practices,Elementary Secondary Education,Academic Achievement,Achievement Tests,International Assessment,Secondary School Students,Science Curriculum,Mathematics Curriculum,Teacher Education,Educational Development,Science Education,Mathematics Education,Educational Strategies

This paper discusses Singapore education system as a whole including primary, secondary and high school cycles, and tries to examine the country status in PISA 2015. It also aims to reach various conclusions by examining science and mathematics curriculum, teaching strategies, teacher education of Singapore. The paper discusses the success of Singapore in PISA and tries to examine critical success factors behind such a success and examines challenges for Singapore education in PISA. All in all, Singapore has achieved and learnt lessons from its mistakes, created a newly designed and successful education system in international exams.
An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion
Author: Lloyd, Blair P.
Date: 2019-02-00
Type: Reports - Research
Subjects: Functional Behavioral Assessment,Behavior Problems,Student Behavior,Reinforcement,Intervention,Outcomes of Treatment,Evaluation Methods,Elementary School Students

Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched to COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools. [This paper will be published in &quot;Behavioral Disorders.&quot;]
Innovative Language Teaching and Learning at University: A Look at New Trends
Author: Becerra, Nelson, Ed.
Date: 2019-05-06
Type: Books
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,Universities,Educational Trends,Teaching Methods,Active Learning,Student Empowerment,Language Teachers,College Faculty,Conferences (Gatherings),Multiple Literacies,Action Research,Program Descriptions,Italian,Cooperative Learning,Drama,Intercultural Communication,International Educational Exchange,Independent Study,Computer Software,Creativity,Computer Assisted Instruction,Grammar,Spanish,Visual Aids,Computer Assisted Testing,Higher Education,College Students

The present volume collects papers from InnoConf18 [Innovative Language Teaching and Learning at University Conference], which took place at the University of Liverpool in June 2018. The theme of the conference was &quot;New trends in language teaching and learning at university.&quot; The contributions collected here aim to reflect on best practice in the sector while at the same time capturing state-of-the-art language teaching and learning methodologies. The short papers in this peer-reviewed selection display examples of active learning and student empowerment across all levels of learning and demonstrate the benefits of maximising engagement through a creative and inspiring learning environment. We believe this volume will be of use to language teachers and practitioners in higher education and beyond. [The University of Liverpool's School of Histories, Languages, and Cultures (HLC) and the Centre for Teaching Excellence in Language Learning (CTELL) financially contributed to the publication of this volume. Additional sponsors include Sanako, Hueber, and European Schoolbooks.]
The Need for Equal Funding for Indiana Charter Schools
Author: Osborne, David
Date: 2018-12-00
Type: Reports - Research
Subjects: Educational Equity (Finance),Charter Schools,Equal Education,State Aid,Expenditure per Student,Grants,Educational Finance,Academic Achievement,Accountability,Benchmarking,Taxes,Misconceptions,Equalization Aid

Charter schools are tuition-free public schools operated by independent organizations. Freed from many rules and topdown policies constraining district-operated schools, charter school leaders have direct control over most school-level decisions. Indiana has the best charter school law in the country, according to the National Alliance of Public Charter Schools, because it allows full operational flexibility and provides true accountability for school performance. Indiana's brick-and-mortar K-12 charter schools serve a higher percentage of students of color and low-income students than the traditional public schools. Yet, on state standardized tests, these charter school students outperform their peers at traditional public schools. In both 2016 and 2017, the state rated a higher percentage of charters as &quot;A&quot; schools and a lower percentage as &quot;D&quot; or &quot;F&quot; schools than traditional public schools serving similar student populations.
Autism Spectrum Disorders (ASDs)
Author: The Arc
Date: 2015-07-27
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Definitions,Incidence,Clinical Diagnosis,Symptoms (Individual Disorders),Screening Tests

According to the Diagnostic and Statistical Manual (DSM-5), autism spectrum disorder (ASD) is classified as a developmental disorder, with or without intellectual disability (ID), which is characterized by impairment(s) in reciprocal social communication and social interaction (i.e. turn taking activities, such as a two person conversation) and restricted, repetitive patterns of behavior, interests or activities (i.e. an individual who talks exclusively about trains). These characteristics are typically present from early childhood and may limit or impair everyday functioning. The term &quot;spectrum&quot; is used because there are many diagnoses that fall &quot;on the autism spectrum&quot; which used to be treated as separate diagnoses including autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger's syndrome. All of these conditions are now considered to be within the autism spectrum and are called ASDs.
Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. Research Brief. RTI Press Publication No. RB-0020-1905
Author: Saavedra, Lissette M.
Date: 2019-05-00
Type: Reports - Research
Subjects: Evidence Based Practice,Resistance to Change,Delivery Systems,School Health Services,Mental Health,Training,Program Implementation,Patients,Allied Health Personnel,School Personnel

Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. Policy Brief. RTI Press Publication No. PB-0018-1806
Author: Lindquist, Christine
Date: 2018-06-00
Type: Reports - Research
Subjects: Sexual Harassment,Women Faculty,Females,Science Education,Engineering Education,Medical Education,Disclosure,College Faculty,Work Environment,Leadership Responsibility,School Policy,Change Strategies,Career Development,Barriers

In a qualitative study of 40 women faculty in sciences, engineering, and medicine, respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields. [For the full report, &quot;Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine,&quot; see ED585300.]
Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. Occasional Paper. RTI Press Publication OP-0060-1904
Author: Stern, Jonathan M. B.
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Elementary School Students,Reading Programs,Program Design,Effect Size,Benchmarking,Oral Reading,Reading Fluency,Scores,Reading Tests,Reading Comprehension,Evaluation Methods,Data,Developing Nations,Foreign Countries

This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development-funded large-scale international education interventions in low- and middle-income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle-income countries' reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
College- and Career-Readiness Standards and Assessment Resource List (Summer 2016)
Author: SEDL, Southeast Comprehensive Center (SECC)
Date: 2017-00-00
Type: Reference Materials - Bibliographies
Subjects: College Readiness,Career Readiness,State Standards,Educational Assessment,Academic Standards,Vocational Education,English,Language Arts,Mathematics,Common Core State Standards,Elementary Secondary Education,Educational Resources

The Southeast Comprehensive Center (SECC) at the Southwest Educational Development Laboratory (SEDL), an affiliate of American Institutes for Research (AIR), publishes a biannual update of college- and career-readiness state standards and assessment resources. It is designed to assist staff in state education agencies (SEAs) and other educators in their curriculum, instruction, and assessment efforts. This report includes multiple resources from federal regional comprehensive centers (RCCs), national content centers, regional educational laboratories, and other organizations that specialize in education policy, research, and technical assistance (TA). The resource list is organized into five sections (General Resources, Career and Technical Education Resources, Assessment Resources, English/Language Arts Resources, and Mathematics Resources) and for each resource, the section contains the title, a description, and a hyperlink to the web page or item. [For the Winter 2015-16 list, see ED591743.]