ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Design Perception and Practice in United States Army Training Organizations: A Case Study
Author: Parker, Christina Kaye
Date: 2020-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Military Training,Instructional Design,Specialists,Job Skills,Armed Forces,Educational Attainment,Occupational Information,Expertise,Employment Qualifications,Government Employees

This study identified the skills and tasks practiced by instructional design personnel within Army military training organizations. The purpose of the study was to discover trending skills and tasks utilized by instructional systems specialists employed at the United States Army Aviation Center of Excellence (USAACE), Fort Rucker. Trends were based on Instructional Designer (ID) competencies established by the International Board of Standards for Teaching, Performance, and Instruction (IBSTPI) but allowed for additional trends to emerge. A descriptive case study research design was used to collect and analyze the data within this study. Seventeen (17) instructional systems specialists (ISSs) were interviewed. Member checking and ISS expert review was used to validate the trends found within the data. Of the twenty-two (22) established Instructional Design IBSTPI Competencies thirteen (13) were identified as practiced by ISSs within the USAACE training organization during the time of the interview. Of those thirteen competencies three (3) were identified as only partially practiced by ISSs. Two (2) additionally competencies not mentioned with the IBSTPI list of competencies emerged: Mentoring Others and Teaching or Classroom Management. Additionally, one major unexpected trend regarding the perception of ID performance emerged from the data. The amount and degree of educational background in comparison to previous military service experience indicated different approaches toward design project/work assignments.
Elementary School Teachers&apos; Experiences Regarding the Prereferral Process
Author: Kizir, Mine
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Prereferral Intervention,Phenomenology,At Risk Students,Special Education,Identification,Referral,Intervention,Teaching Experience,Foreign Countries

Informing teachers about identifying students at risk is necessary and important for effective application of interventions in the pre-referral process. The purpose of this study was to determine the adaptations that elementary school teachers did for their students at risk in the pre-referral process and to determine these teachers' experiences in the process. In this study, the phenomenological design was used to determine the elementary school teachers' views about the pre-referral process and their experiences regarding the process. In the present study, which was conducted to determine elementary school teachers' experiences and views about the pre-referral process, three themes were obtained as a result of the analysis of the data collected via the interviews. The themes were as follows: teachers' experiences and views about the identification phase, instructional adaptations in the pre-referral process and overall thoughts and suggestions regarding the pre-referral process. Informing teachers about the pre-referral process and about what to do in this process will not only help decrease the number of students involved in referral process by increasing the in-class adaptations but also allow keeping the students in the same class who will be able to continue their education with their peers with help of in-class interventions.
Children&apos;s Budget 2019
Author: Dallafior, Michelle, Ed.
Date: 2019-00-00
Type: Books
Subjects: Budgets,Federal Aid,Federal Government,Federal Legislation,Child Welfare,Early Childhood Education,Military Personnel,Health,Housing,Income,Nutrition,Taxes,Child Safety,Youth Programs,Training,Children,Adolescents,Infants,Health Services,Social Services,Grants,Child Development,Early Intervention,Educational Legislation,Elementary Secondary Education,Preschool Education,Family Programs,Community Programs,Equal Education

&quot;Children's Budget 2019&quot; is a comprehensive analysis of how kids and families have been faring in the federal budget over the past five years. The book captures and analyzes historical funding data and spending trends across a wide range of policy areas including child welfare, early childhood, education, health, housing, income support, nutrition, safety and training, tracking federal investments in nearly 200 different programs. To determine the amount of money spent on children, this book relies on agency reporting and data. For a handful of programs, this book relies on the work of the Urban Institute in &quot;Kids' Share 2018: Report on Federal Expenditures on Children through 2017 and Future Projections&quot; (ED607636). For each program individually listed in the book, the amount indicated is the total allocation from the federal budget. The share of funding allocated to children indicates the percent of funding that are included in the total calculations; for programs for which this value is not 100%, a row is included estimating the total spending going to children. Top takeaways of this analysis include: (1) Child poverty remains high, but children's share of the budget continues to shrink; (2) Spending on children is not keeping up with rising costs and growing need; and (3) If Congress fails to act, children will fall further behind. [For the 2018 report, see ED607590.]
FSSE 2020 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2020-08-04
Type: Reports - Evaluative
Subjects: College Freshmen,National Surveys,College Seniors,Learner Engagement,Student Surveys,College Faculty,Teacher Surveys,Teacher Expectations of Students,Institutional Characteristics,Teacher Characteristics,Student Characteristics

The Faculty Survey of Student Engagement (FSSE) complements the National Survey of Student Engagement (NSSE). FSSE measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and what kinds of learning experiences their institutions emphasize. This overview provides general information about the institutions and faculty members that participated in this year's FSSE administration, and highlights ways institutions can use their results. The first section compares the characteristics of FSSE-participating institutions to those of NSSE-participating institutions and the U.S. profile of bachelor's-granting institutions. The overview compares the characteristics of FSSE respondents to those of faculty members at U.S. bachelor's-granting institutions and provides general information about response rates. The second section provides guidelines for using and interpreting FSSE results, and it highlights resources for analyzing and presenting FSSE findings. [For the 2019 report, see ED598186.]
Citizen Science in Schools: Scientists&apos; Perspectives on Promise and Pitfalls
Author: Esch, R. Keith
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Citizen Participation,Scientific Research,Science Education,Science Projects,Educational Benefits,Science Instruction,Middle School Students,Science Curriculum,Curriculum Development,Curriculum Implementation,Academic Standards,Relevance (Education),Scientists,School Culture

Citizen science (CS) projects have become widespread in part because they expand the capacity of professional scientists, enabling research that would otherwise be impracticable or unaffordable. In addition to the research benefits, educators and scientists have seen educational value in CS because it can incorporate students into real-world science projects. As a result, CS is increasingly making its way into schools. This report offers experience-based insights that can help realize the promise of school-based CS. All of the authors are scientists who have been involved in such efforts.
The Advantages and Disadvantages of Block Scheduling as Perceived by Middle School Students
Author: Kaya, Suat
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Student Attitudes,Block Scheduling,Teacher Student Relationship,Teaching Methods,Attention,Grade 5,Grade 8,Cooperative Learning,Psychological Patterns,Age Differences

Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 system, which has mandated elective courses to be taken by the students increasing number of class hours taken in a week from 30 to 37 hours. This has caused some problems in scheduling of schools in Turkey where double shift schooling is utilized in many schools due to some reasons. The purpose of this research was to examine perceptions of students regarding advantages of block scheduling. 240 students were selected through simple random sampling. The findings revealed that the block-scheduling had many advantages in terms of improvements in student-teacher relationship and teacher methodology, and some disadvantages in terms of attention span, concentration difficulty and basic needs. The perceptions of both the 5th grade students and the 8th grade students were similar regarding the advantages and disadvantages of the block scheduling.
Close Reading: A Key Instruction Strategy to Enhance Cognitive Competency. A Big 4 Strategy
Author: Richel, Maureen K.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Critical Reading,Writing (Composition),Individualized Instruction,Reading Instruction,Teaching Methods,Competence,Metacognition,Reading Strategies,Questioning Techniques

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Intentionally and thoughtfully designed close reading lessons that select the just right, short, manageable, complex text worth revisiting and rereading at least three times for literal, structural, and inferred meaning followed by a facilitated close and careful discussion about the text's intrinsic layered meanings provides the platform for a community of learners to mutually discover and cement literal, structural, and implied meanings. Fashioning close reading opportunities into standards-driven lessons allow the teacher to teach in a meaningful, purposeful, and efficacious manner while simultaneously embedding personalized learning techniques into the close reading lesson. Doing so serves to enhance the personal competencies believed to be a reagent for both in-school and out-of-school success. This brief discusses supporting research in the arena of close reading and writing, how close reading applies to personalized learning, and why teachers should include close reading as a personalized learning strategy. A practical application of close reading is included.
Why School Accountability Systems Disproportionately Identify Middle Schools&apos; SWD Subgroups for TSI
Author: Forrow, Lauren
Date: 2020-08-00
Type: Reports - Research
Subjects: Middle Schools,Disproportionate Representation,Middle School Students,Students with Disabilities,School Effectiveness,Accountability,Elementary Schools,High Schools,Academic Achievement,Sample Size,Elementary School Students,High School Students

The purpose of this study was to understand why middle schools in two mid-Atlantic states were apparently disproportionately identified for targeted support and improvement (TSI) based on the performance of their students with disabilities (SWD) subgroups. The study used publicly available data to examine differences across school levels -- elementary, middle, and high -- and between all students and SWDs. It is relevant to compare all students to SWDs because accountability systems designate TSI schools as those with subgroups of students that perform poorly relative to all students. The study focused on two aspects of school accountability systems: (1) the number of schools in each school level in which enough SWDs took state assessments for the school to be held accountable for the academic proficiency of its SWD subgroup, and (2) the average performance on accountability indicators, by school level and subgroup. In both states, SWDs in middle schools were over 20 percentage points more likely to take state assessments than were SWDs in elementary or high schools, meaning that middle schools' SWD subgroups were substantially more likely to meet states' minimum sample size requirements for including academic performance in accountability scores. Also, SWD subgroups across school levels consistently performed worse than all students on academic proficiency accountability indicators. Taken together, these findings suggest that middle schools' SWD subgroups are more likely than elementary or high school SWD subgroups to be identified for TSI because their accountability scores are more likely to include academic proficiency indicator scores -- which tend to be substantially lower than the all students group's academic proficiency indicator scores. This research suggests that when designing school accountability systems, state education agencies may wish to consider how sample size affects estimates of subgroups' performance, and in particular how sample size exclusions may mask poor performance for small subgroups. The following are appended: (1) Data and methodology; (2) Descriptions of the accountability calculations in the two states included in the study; and (3) Additional findings.
Factors Affecting Teachers&apos; Decisions to Integrate Citizen Science into Classroom Instruction
Author: Hayes, Meredith L.
Date: 2020-04-00
Type: Reports - Research
Subjects: Science Instruction,Science Teachers,Teaching Methods,Student Participation,Citizen Participation,Scientific Research,Science Curriculum,Integrated Curriculum,Time on Task,Science Activities,Science Interests,Teacher Attitudes

Science instruction reform efforts call for increased opportunities for students to engage with science content and practices. School-based citizen science (CS), when implemented well, addresses this call and provides a meaningful context for student learning. Despite CS projects' increasing role in formal science instruction, research on the potential for learning and conditions that support learning in CS contexts is thin. Using case study findings, this report discusses factors that affect teachers' decisions to integrate CS, as well as implications for supporting the uptake of effective school-based CS.
Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island. REL 2020-029
Author: Bailey, Jessica
Date: 2020-09-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Beginning Teachers,Public School Teachers,Faculty Mobility,Teacher Persistence,Alternative Teacher Certification,Teacher Education Programs,Early Childhood Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Special Education Teachers,Language Teachers,English (Second Language)

Because teacher turnover can adversely affect student achievement and local education budgets, many states want to better understand the extent to which teachers switch schools or leave the state public school system. Leaders at the Rhode Island Department of Education are interested specifically in understanding factors related to teacher mobility, retention, and attrition. This study examined these outcomes among beginning teachers in Rhode Island who were trained in a teacher preparation program in the state between 2012/13 and 2016/17 and who then taught for at least one year in the state public school system by the 2017/18 school year. After three years about one-third of these beginning teachers were still teaching in their initial school, one-third were teaching in another school in the state public school system, and one-third were no longer teaching in the state public school system. In general, there was no statistically significant relationship between a beginning teacher's preparation program provider and the teacher's mobility, retention, or attrition outcome. These outcomes did vary by teacher certification field. They also varied by teacher preparation program type: teachers who were trained in alternative programs (programs that permit teaching before completion of all requirements for certification) were more likely than teachers who were trained in traditional undergraduate, graduate, or nondegree programs to stay in their school after one year and more likely to leave after three years. Stakeholders can use the findings from this report to inform policies and supports for beginning teachers, especially teachers who were certified in fields with higher attrition rates and teachers who were trained in alternative programs. [For the appendixes, see ED607606; for the study brief, see ED607607; for the study snapshot, see ED607609.]
Comparing Gamma and Log-Normal GLMs in R Using Simulation and Real Data Set
Author: Mohammad, Nagham
Date: 2020-08-24
Type: Reports - Descriptive
Subjects: Regression (Statistics),Statistical Distributions,Simulation,Data Analysis,Mathematics Instruction,Teaching Methods,Statistical Analysis

In regression analysis courses, there are many settings in which the response variable under study is continuous, strictly positive, and right skew. This type of response variable does not adhere to the normality assumptions underlying the traditional linear regression model, and accordingly may be analyzed using a generalized linear model assuming either a lognormal or gamma distribution. As such, students oftentimes become confused about which of these two distributions should be chosen to model a given dataset. In this article, we argue that the comparability of these two models should be taught through both simulation and real data analysis. Students will learn to identify the cases in which these two models can be used somewhat interchangeably through this teaching methodology.
Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island. Appendixes. REL 2020-029
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Beginning Teachers,Public School Teachers,Faculty Mobility,Teacher Persistence,Alternative Teacher Certification,Teacher Education Programs,Early Childhood Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Special Education Teachers,Language Teachers,English (Second Language)

This document is the appendixes for the report, &quot;Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island.&quot; This study examined these outcomes among beginning teachers in Rhode Island who were trained in a teacher preparation program in the state between 2012/13 and 2016/17 and who then taught for at least one year in the state public school system by the 2017/18 school year. After three years about one-third of these beginning teachers were still teaching in their initial school, one-third were teaching in another school in the state public school system, and one-third were no longer teaching in the state public school system. In general, there was no statistically significant relationship between a beginning teacher's preparation program provider and the teacher's mobility, retention, or attrition outcome. These outcomes did vary by teacher certification field. They also varied by teacher preparation program type: teachers who were trained in alternative programs (programs that permit teaching before completion of all requirements for certification) were more likely than teachers who were trained in traditional undergraduate, graduate, or nondegree programs to stay in their school after one year and more likely to leave after three years. Stakeholders can use the findings from this report to inform policies and supports for beginning teachers, especially teachers who were certified in fields with higher attrition rates and teachers who were trained in alternative programs. Four appendixes are included in this document. [For the full report, see ED607604; for the study brief, see ED607607; for the study snapshot, see ED607609.]
Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island. Study Brief. REL 2020-029
Author: Bailey, J.
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Beginning Teachers,Public School Teachers,Faculty Mobility,Teacher Persistence,Alternative Teacher Certification,Teacher Education Programs,Early Childhood Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Special Education Teachers,Language Teachers,English (Second Language)

Because teacher turnover can adversely affect student achievement and local education budgets, many states want to better understand the extent to which teachers switch schools or leave the state public school system. Leaders at the Rhode Island Department of Education are interested specifically in understanding factors related to teacher mobility, retention, and attrition. This study examined these outcomes among beginning teachers in Rhode Island who were trained in a teacher preparation program in the state between 2012/13 and 2016/17 and who then taught for at least one year in the state public school system by the 2017/18 school year. After three years about one-third of these beginning teachers were still teaching in their initial school, one-third were teaching in another school in the state public school system, and one-third were no longer teaching in the state public school system. In general, there was no statistically significant relationship between a beginning teacher's preparation program provider and the teacher's mobility, retention, or attrition outcome. These outcomes did vary by teacher certification field. They also varied by teacher preparation program type: teachers who were trained in alternative programs (programs that permit teaching before completion of all requirements for certification) were more likely than teachers who were trained in traditional undergraduate, graduate, or nondegree programs to stay in their school after one year and more likely to leave after three years. Stakeholders can use the findings from this report to inform policies and supports for beginning teachers, especially teachers who were certified in fields with higher attrition rates and teachers who were trained in alternative programs. [For the full report, see ED607604; for the appendixes, see ED607606; for the study snapshot, see ED607609.]