ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating for the Future. 2019 Update
Author: Hermida, Alex
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Postsecondary Education,Ethnicity,Minority Group Students,Educational Trends,Academic Degrees,Student Characteristics,Graduation Rate,High School Graduates,College Graduates,Enrollment,School Holding Power,Academic Persistence,Dropout Prevention,State Legislation,Educational Legislation,Benchmarking,Economic Development,Race,Racial Differences,Disproportionate Representation,Futures (of Society)

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal that 70% of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (Minn. Laws 2015 Chapter 69 Article 3 Sec. 6). Most importantly, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities. Educational attainment refers to the highest level of education an individual completes. Greater educational attainment correlates with increased earnings, lower unemployment, better health, and other social and economic benefits. The ability of Minnesota workers to live in and raise their families in the state relies on their ability to find employment at a family-sustaining wage to cover the costs of housing, food, transportation, and childcare. Minnesota is making steady progress towards the 70% educational attainment goal, but attainment gaps persist among people of color and American Indians. As the state is increasingly becoming more diverse, the need for more Minnesotans to become career-ready is also increasing. Unfortunately, many American Indian, Black, Asian, and Latinx Minnesotans are not earning credentials. In order for Minnesota to maintain economic growth and ensure continued prosperity, the state and its colleges should engage communities of color and American Indian communities in postsecondary education. [For the 2018 report, see ED594472.]
A Comparison of Ideas: Do Preservice Teachers and Instructors of Computer Education and Instructional Technology Department Share the Same Perspectives?
Author: Tinmaz, Hasan
Date: 2006-04-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Student Attitudes,Teacher Attitudes,Educational Technology,Technology Uses in Education,Teacher Educators,Foreign Countries,Teaching Conditions,Course Selection (Students),Occupational Aspiration,Teaching (Occupation),Computer Science,Majors (Students),Gender Differences

This study aims to compare and contrast the perspectives of preservice teachers and instructors on the &quot;Computer Education and Instructional Technology (CEIT)&quot; department. A questionnaire which was developed from the ideas of CEIT faculty members in the &quot;The Results of Re-Designing the Teacher Education Curricula of the Faculties of Education in Turkish Universities and Teacher Training&quot; Symposium was administered to the CEIT students of Baskent (N=112) and Middle East Technical (N=93) Universities from first to fourth grade students. Under the light of the study results, recommendations are offered for both implication and further studies
How States and Districts Support Evidence Use in School Improvement. Study Snapshot. NCEE 2020-004
Author: Wei, Thomas
Date: 2020-06-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Evidence Based Practice,Educational Improvement,Data Use,School Districts,State Action,Information Dissemination,Grants,State Aid,Surveys,Access to Information,Intervention,Information Sources,Low Achievement

&quot;The Every Student Succeeds Act&quot; encourages educators to use school improvement strategies backed by rigorous research. This snapshot, based on national surveys administered in 2018, describes what guidance states provided on improvement strategies and how districts selected such strategies in lowest-performing schools. Most states pointed districts and schools to evidence on improvement strategies, but few required schools to choose from a list of approved strategies. In turn, most districts reported that evidence of effectiveness was &quot;very important&quot; when choosing improvement strategies, but the evidence districts relied on probably varies in quality. [The data presented in this snapshot come from state and district surveys administered in 2017-18 (between April and September 2018) as part of the Study of &quot;Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14. NCEE 2017-4014&quot; (ED572281).]
Redefining Individual Growth and Development Indicators: Oral Language
Author: Bradfield, Tracy A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Oral Language,Preschool Children,Language Acquisition,Emergent Literacy,Naming,Individual Development,Developmental Tasks,Measures (Individuals),Test Construction,Pilot Projects,Response to Intervention,Item Response Theory,Test Validity

Language skills developed during preschool contribute strongly to later reading and academic achievement. Effective preschool assessment and intervention should focus on core components of language development, specifically oral language skills. The Early Language and Literacy Individual Growth and Development Indicators (IGDIs) are a set of measures that have demonstrated utility in language and early literacy assessment, evaluation, and intervention studies. The purpose of this article is to describe two studies conducted to build on the existing oral language IGDI, Picture Naming, to increase utility for instructional decision making, particularly within an early childhood Response to Intervention framework. Study 1 outlines the initial development and piloting of potential measures and Study 2 describes the revision and continued analysis of the most promising measures. Results of Study 1 and Study 2 indicate that Picture Naming has continued utility as a measure of oral language skill development and that one newly developed oral language IGDI, Definitional Vocabulary, has potential utility. [This paper was published in &quot;Assessment for Effective Intervention&quot; (EJ1033214).]
The Effectiveness of a Group Counseling Program in Enhancing the Ability to Form Friendship among Academically Talented Students
Author: Banat, Mahmoud Suhaila
Date: 2020-06-00
Type: Journal Articles
Subjects: Group Counseling,Counseling Effectiveness,Friendship,Interpersonal Competence,Academically Gifted,Adolescents,Secondary School Students,Foreign Countries,Public Schools,Talent,Females,Birth Order,Social Development,Coping,School Counseling

Adolescence is a very important stage, especially in the life of the talented students. This research aimed at identifying the effect of a group counseling program in enhancing the ability to form friendship among a sample of academically talented students at Halima Al-Saadia Secondary School in Jordan. The researchers used Semi experimental approach. The study sample consisted of (29) students from seventh to tenth grades, they were randomly distributed into experimental group (n=16), and control group (n=13). And a group counseling program consisted of 9 sessions has been developed and applied among the experimental group. In addition to that forming friendship scale has been developed and administrated among the participants in the two groups, pre, post applying the program, and a three weeks follow up measurement was conducted to the experimental group. Mann-Whitney test was used to examine the hypotheses validity. The results revealed increasing the level of forming friendship among the participants of the experimental group comparing with the control group, with (39.00) Mann-Whitney value, which shows the effectiveness of the training program. Also there were no statistically differences in the experimental group means due to the birth order in the effectiveness of the program, and a persistent effect of the program after three weeks follow-up. This research sheds light on the talented adolescents in the government schools not a talented school, add to that the research focuses on the social aspect while the studies addressed the academic aspects of gifted and talented students.
Sequence Text Structure Intervention during Interactive Book Reading of Expository Picture Books with Preschool Children with Language Impairment
Author: Breit-Smith, Allison
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Impairments,Preschool Children,Text Structure,Picture Books,Special Education Teachers,Speech Language Pathology,Allied Health Personnel,Receptive Language,Early Intervention,Pretests Posttests,Fidelity,Educational Strategies,Reading Achievement,Early Childhood Education

This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4 years 9 months) identified with language impairment. The intervention included use of language facilitation strategies during interactive book reading and extension activities after reading for promoting children's understanding of signal words related to the sequence text structure (e.g., first, next, then, finally), academic vocabulary, and science topic knowledge related to plants (how plants grow, plant parts, plant needs). Outcomes indicated that practitioners increased their use of language facilitation strategies over the course of the intervention in both contexts of interactive book reading and extension activities. Children with language impairment made significant improvements in their receptive understanding of sequence signal words, vocabulary, and science topic knowledge from pre-test to post-test. These findings suggest the promise of a sequence text structure intervention implemented in the contexts of interactive book reading of expository picture books and extension activities for supporting the syntax, vocabulary, and content knowledge of preschool children with language impairment. [This article was published in &quot;Child Language Teaching and Therapy&quot; (EJ1157266).]
The Little Kids down the Hall: Associations between School Climate, Pre-K Classroom Quality, and Pre-K Children&apos;s Gains in Receptive Vocabulary and Executive Function
Author: Rochester, Shana E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Environment,Educational Quality,Young Children,Achievement Gains,Receptive Language,Vocabulary Development,Executive Function,Preschool Education,Teacher Effectiveness,Student Centered Learning,Learner Engagement

In recent years, policymakers' and practitioners' interest in school climate as a contributor to K-12 student learning and classroom processes has increased, both in the US and internationally. However, researchers have not yet examined the influence of school climate on the youngest learners in these contexts -- prekindergartners. Using data from the Boston Public Schools, where the public prekindergarten program is housed in elementary schools, we explored associations among dimensions of school climate as reported by teachers and older peers, observed measures of prekindergarten classroom quality, and gains in children's receptive vocabulary and executive function across the prekindergarten year. Student participants included 299 children attending full-day prekindergarten programs across 35 elementary schools in 61 classrooms. Findings indicated that school emotional climate had small positive association with prekindergarten classroom emotional support. School-level measures of teacher effectiveness also had positive associations with prekindergarten classroom levels of emotional support and classroom organization. School climate dimensions were not associated with children's receptive vocabulary and executive function gains across the prekindergarten year. Results are discussed in the context of current school climate research and state-wide accountability efforts to assess school quality.
The Earliest Origins of Genetic Nurture: The Prenatal Environment Mediates the Association between Maternal Genetics and Child Development
Author: Armstrong-Carter, Emma
Date: 2020-00-00
Type: Reports - Research
Subjects: Genetics,Mothers,Children,Prenatal Influences,Heredity,Child Development,Correlation,Environmental Influences,Socioeconomic Influences,Predictor Variables,Foreign Countries,Academic Achievement

Observed genetic associations with educational attainment may be due to direct or indirect genetic influences. Recent work highlights &quot;genetic nurture,&quot; the potential effect of parents' genetics on their child's educational outcomes via rearing environments. To date, few mediating childhood environments have been tested. We used a large sample of genotyped mother-child dyads (N = 2,077) to investigate whether genetic nurture occurs via the prenatal environment. We found that mothers with more education-related genes are generally healthier and more financially stable during pregnancy. Further, measured prenatal conditions explain up to one third of the associations between maternal genetics and children's academic and developmental outcomes at the ages of 4 to 7 years. By providing the first evidence of prenatal genetic nurture and showing that genetic nurture is detectable in early childhood, this study broadens our understanding of how parental genetics may influence children and illustrates the challenges of within-person interpretation of existing genetic associations. [This is the online version of an article published in &quot;Psychological Science.&quot;]
Tips for Supporting Elementary Writing Skills at Home. Family and Caregiver Activity
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2020-06-00
Type: Guides - General
Subjects: Elementary School Students,Writing Skills,Family Environment,Evidence Based Practice,Children,Caregiver Child Relationship,Handwriting,Spelling,Word Processing,Writing Strategies,Learner Engagement,Writing Processes

This guide helps families and caregivers carry out recommended practices described in the What Works Clearinghouse educator's practice guide, &quot;Teaching Elementary School Students to be Effective Writers&quot; (ED533112). It provides three tips for supporting writing skills at home: (1) Help children use the writing process for a variety of purposes; (2) Help children practice handwriting, spelling, typing, and word processing; and (3) Provide a supportive environment that encourages children to write daily.
Utah Banks on Statewide Approach to Adopting Education Technology. State Innovations. Vol. 24, No. 2
Author: Norville, Valerie
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Educational Technology,Electronic Learning,State Boards of Education,State School District Relationship,State Programs,Technology Integration,Capacity Building,Grants,State Aid,Certification

This analysis from NASBE details how the Utah State Board of Education helped school districts across the state ensure that teachers and leaders have the capacity and skills to deliver digital learning in the classroom. The piece also identifies important lessons for other states looking to implement a statewide program to promote digital learning.
The Effects of Enrolling in Oversubscribed Prekindergarten Programs through Third Grade
Author: Weiland, Christina
Date: 2019-00-00
Type: Reports - Research
Subjects: Preschool Education,Public Schools,Urban Schools,Enrollment,Preschool Children,Persistence,Grade Repetition,Special Education,Student Placement,Grade 3,Scores,Standardized Tests,Elementary School Students,School Choice

This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children's enrollment and persistence in district schools, grade retention, special education placement, and third-grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control-group children attended center-based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery-based studies. [This is the online version of an article published in &quot;Child Development&quot; (ISSN 0009-3920).]
School Leaders&apos; Role in Empowering Teachers through SEL. State Innovations. Vol. 24, No. 1
Author: Long, Don
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Leadership Role,Teacher Empowerment,Social Development,Emotional Development,Educational Policy,Anxiety,Teaching Conditions,Minority Group Students,Teacher Burnout,Well Being,Program Descriptions,Elementary Secondary Education

Spurred by research showing the gains students realize from school-based social and emotional learning (SEL), states are adopting policies that support districts in implementing, sustaining, and spreading it. But to ensure long-term, systemwide gains for students, states must also address the SEL needs of teachers. To meet this challenge, states like California, Illinois, Massachusetts, and Washington are empowering school leaders and educators through &quot;adult SEL&quot; initiatives.
Incorporating Digital Skills into VET Delivery. Good Practice Guide
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Vocational Education,Job Skills,Competence,School Business Relationship,Foreign Countries,Educational Change

Given its ties to industry, vocational education and training (VET) has a crucial role in ensuring the workforce possesses the skills for responding to Industry 4.0 with advanced technologies now entering workplaces and transforming how businesses operate. This good practice guide is intended to provide advice on incorporating digital skills into VET delivery for VET providers and policy-makers. A forum convened by National Centre for Vocational Education Research (NCVER) in late 2019, &quot;VET's response to Industry 4.0 and the digital economy: what works,&quot; has helped shape this guide. Participants at the forum included representatives from Skills Service Organisations, members of the Education IRC, industry, provider and practitioner-related bodies, policy-makers, and relevant researchers. A companion good practice guide has been developed focused on the implications for VET educators of the increasing need to include digital skills in VET delivery. [For the companion good practice guide, see &quot;Teaching Digital Skills: Implications for VET Educators. Good Practice Guide&quot; (ED605896).]
Teaching Digital Skills: Implications for VET Educators. Good Practice Guide
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Vocational Education,Job Skills,Competence,Foreign Countries,Educational Change,Faculty Development,Teacher Competencies,Computer Simulation,School Business Relationship

The rise of Industry 4.0 and the digital economy has highlighted the need for the general workforce to hold digital skills. But what are the implications for vocational education and training (VET) educators in ensuring the workforce is appropriately skilled? This guide highlights the implications for VET educators of the increasing need to include digital skills in VET delivery. A forum convened by National Centre for Vocational Education Research (NCVER) in late 2019, &quot;VET's response to Industry 4.0 and the digital economy: what works,&quot; has helped shape this guide. Participants at the forum included representatives from Skills Service Organisations, members of the Education IRC, industry, provider and practitioner-related bodies, policy-makers, and relevant researchers. A companion 'good practice guide' has been developed for VET provider and policy-makers focusing on the incorporation of digital skills into VET delivery. [For the companion good practice guide, see &quot;Incorporating Digital Skills into VET Delivery. Good Practice Guide&quot; (ED605895).]
Parental Report of Outcomes from a Randomized Trial of In-Home Family Services
Author: Duppong Hurley, Kristin
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Outcomes of Treatment,Randomized Controlled Trials,Family Programs,Home Programs,Parent Education,At Risk Persons,Program Effectiveness,Stress Variables,Caregivers,Parenting Skills,Child Behavior,Family Relationship,Measures (Individuals),Behavior Problems,Screening Tests,Questionnaires

This study conducted a randomized trial to examine the efficacy of the Boys Town In-Home Family Services (IHFS) program for families of high-risk youth. Participants were recruited from a state helpline for families struggling with poor family functioning and child emotional or behavioral issues. Consent was obtained for 300 of which 152 were randomly assigned to participate in IHFS for 3-4 months and 148 were assigned to the services as usual comparison group. For the families in the treatment group, 18% did not participant in the intervention, and 66% of families received 20 or more service hours. Parent report data were collected at intake, post, as well 6 and 12 months after post data collection. Data were collected on constructs such as caregiver strain, family functioning, parenting, family resources, and parent report of child behavior. Piecewise analyses of the intake to post data indicated significantly greater reductions in caregiver strain for the treatment condition. Given the conservative corrections for the use of multiple tests, no other measures demonstrated significant differences. For the piecewise model of the maintenance phase, there were no significant differences between groups aside from caregiver strain that showed a significant improvement for the comparison condition. Supplementary dose-response analyses indicated that for most families there was an ideal dosage of about 25-75 hr to bring about the largest improvements in caregiver strain, parenting skills, and child behavior.
Cultural Diversity and Secondary Transition: Annotated Bibliography
Author: Terrell, Misty
Date: 2017-00-00
Type: Reference Materials - Bibliographies
Subjects: Cultural Awareness,Transitional Programs,Students with Disabilities,Student Diversity,Minority Group Students,Educational Strategies,Annotated Bibliographies

According to the National Longitudinal Transition Studies (NLTS-1 &amp; NLTS-2) youth with disabilities lag behind their peers without disabilities in terms of indicators of a quality adult life. This is especially true for youth with disabilities who are culturally and linguistically diverse. Students who typically fall into this category include: African Americans, Hispanic Americans, Native Americans, Asian Americans and Pacific Islanders, students who speak English as a second language, and students who have undocumented or immigrant status. The purpose of this annotated bibliography is to provide practitioners with relevant research and resources regarding issues and strategies in transition planning with CLD students. The references are organized in the categories of &quot;Issues in Transition Planning for CLD Youth&quot; and &quot;Strategies for Transition Planning for CLD Youth.&quot; [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2012 by Shaqwana Freeman-Green. It was updated for the National Technical Assistance Center on Transition (NTACT) in 2016 by Dawn Rowe and Debra G. Holzberg.]