ethanporcaro/eric-fulltext-meta huggingface dataset:
Coaching and Quality Assistance in Quality Rating Improvement Systems: Approaches Used by TA Providers to Improve Quality in Early Care and Education Programs and Home-Based Settings
Author: Smith, Sheila
Date: 2012-01-00
Type: Reports - Research
Subjects: Coaching (Performance),Educational Quality,Rating Scales,Educational Improvement,Early Childhood Education,Technical Assistance,Interviews,Educational Trends,Teaching Methods,Administrator Attitudes,Administrator Surveys,Incidence,Vignettes,Home Programs,Child Care

Quality Rating Improvement Systems (QRISs) commonly offer on-site technical assistance (TA) and coaching to help early care and education settings achieve quality improvements and a higher QRIS rating. In surveys of administrators overseeing statewide QRISs, almost all states reported the use of on-site TA and coaching in both center-based and home-based settings. Coaching is also a key component of several pilot and local QRISs. While recently proposed definitions of technical assistance and coaching help distinguish these forms of quality assistance from other types of professional development, it will be important to learn more about how on-site assistance is delivered and supported in QRISs. This report presents findings from an interview study with TA providers in 17 states that have statewide QRISs. The aims of the study are: (1) to learn about features of on-site quality assistance so that a key strategy used by QRISs to improve quality is better understood; and (2) to examine approaches used by TA providers in light of current research on early learning and quality improvement in order to consider the potential of on-site assistance, as it is currently being delivered, to improve quality. The four main sections of the report present: (1) key findings from existing research relevant to technical assistance and coaching; (2) results from interviews with QRIS technical assistance (TA) providers showing trends in: (a) the types of settings receiving TA and coaching; (b) the amount, frequency, and content focus of on-site assistance; (c) TA providers' use of different coaching methods; and (d) training and supports available to TA providers; (3) a summary of interview study results; and (4) recommendations for strengthening and documenting QRIS technical assistance and coaching.
Engaging Student Borrowers: Results of a Survey of Financial Aid Professionals. Research Report
Author: Webster, Jeff
Date: 2017-10-00
Type: Reports - Research
Subjects: Student Financial Aid,Student Loan Programs,Debt (Financial),Student Financial Aid Officers,Administrator Attitudes,Counseling,Money Management,Administrator Surveys,Counseling Effectiveness,Outreach Programs,College Students,Public Colleges,Private Colleges,Community Colleges,Proprietary Schools,Change

The rising cost of attending college creates a financial challenge for most students, many of whom must take out student loans to pursue their education goals. Whether or not they earn a degree, these students will leave school with the burden of managing student debt. How well they manage this complex process may shape their personal finances for decades to come. The perceptions of college financial aid administrators as they engage with students tackling the debt dilemma are at the heart of this report. Based on a national survey of 916 student aid professionals, this report also examines how schools deliver the required counseling that accompanies federal student loans. Trellis collaborated with the National Association of Student Financial Aid Administrators (NASFAA) and the Board of Governors of the Federal Reserve System (Board of Governors) on the first in-depth survey of financial aid administrators' experience with student loan counseling.
How Much of a &quot;Running Start&quot; Do Dual Enrollment Programs Provide Students? Working Paper 92
Author: Cowan, James
Date: 2013-09-00
Type: Reports - Research
Subjects: Educational Benefits,Dual Enrollment,High School Students,College Attendance,Least Squares Statistics,Regression (Statistics),College Credits,Cooperative Programs,College School Cooperation,Educational Attainment,Postsecondary Education,Outcomes of Education,Student Characteristics,Longitudinal Studies,Statistical Significance,Statistical Analysis

We study a popular dual enrollment program in Washington State using a new administrative database linking high school and postsecondary enrollments. Conditional on prior high school performance and basic demographic and economic covariates, dual enrollment students are more likely to attend any college, but they are no more likely to attend college full-time and are less likely to attend a four-year college. Supplementary analyses suggest selection on pretreatment college enrollment plans explains some of the initial diversionary effect of dual enrollment. Finally, we consider the role of common data limitations in interpreting results of dual enrollment studies.
Assessing the Implementation and Cost of High Quality Early Care and Education: A Review of the Literature. OPRE Report 2016-31
Author: Caronongan, Pia
Date: 2016-04-00
Type: Information Analyses
Subjects: Literature Reviews,Early Childhood Education,Educational Quality,Quality Assurance,Costs,Program Implementation,Outcome Measures,Educational Indicators,Performance Factors,Preschool Education,Educational Practices

This report summarizes the findings of a literature review conducted as part of the Assessing the Implementation and Cost of High-Quality Early Care and Education (ECE-ICHQ) project. The project's goal is to create a technically sound and feasible instrument that will provide consistent, systematic measures of the implementation and costs of education and care in center-based settings that serve children from birth to age five. The ultimate measures will inform research, policy, and practice by improving understanding of variations in what centers do to support quality, their associated costs, and how resources for ECE may be better aligned with expectations for quality. The authors reviewed 49 studies and research syntheses in three areas--ECE quality, implementation science, and ECE costs--to create a conceptual framework that will guide measurement development. To begin to build measures of implementation and costs that can complement measures of quality, this literature review addresses four research questions: (1) What are the features of high quality ECE?; (2) What are the key implementation factors necessary to deliver high quality center-based ECE services?; (3) What factors directly contribute to increases or decreases in costs of providing high quality center-based ECE services?; and (4) What is the relationship between quality center-based ECE services and costs? The literature review revealed five primary findings: (1) Research reveals some associations between the features of an ECE center and quality, or children's outcomes, but the lack of clear evidence means that ECE-ICHQ data collection must start broad; (2) Little research has been done to reveal the associations between implementation factors, program features, and quality; (3) The state and community context can influence the implementation (and pursuit) of quality, as well as its cost; (4) Current measurement of the cost-to-quality relationship provides little direction for those who wish to invest in quality; and (5) The gaps in measurement identified in the literature review reveal the need to align measures of implementation and cost to inform the direction of any efforts to improve quality.
The Students We Share: US Teachers&apos; Responsibilities Given That Some of Their Students Will Later Go to School in Mexico. Equity by Design
Author: Hamann, Edmund
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Teacher Responsibility,Immigrants,Global Education,Global Approach,Foreign Policy,Transitional Programs,Developmental Studies Programs,Teacher Competencies,Knowledge Base for Teaching,Barriers,Elementary Secondary Education

The purpose of this brief is to examine the biases associated with the term &quot;immigrant&quot; and the challenges educators may experience when students are engaged in bi-national education. As the current administration's immigration policies are enacted, many students who have been educated in the United States may soon transition into classrooms outside of the U.S. As educators, it is vital that we continue to support these students in every way possible before, during, and after their transition.
Promoting Racial and Socioeconomic Integration in Public Schools. Equity by Design
Author: Diem, Sarah
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Socioeconomic Background,Public Schools,Racial Integration,Social Integration,Economic Factors,Desegregation Methods,Change Strategies,Elementary Secondary Education,Equal Education,Social Justice

The purpose of this Equity Brief is to examine the ongoing need for Local Education Agencies to work in conjunction with community stakeholders to develop comprehensive strategies to increase racial and socioeconomic diversity in schools. Research indicates that all students benefit from learning within racially and socioeconomically diverse environments. Students of today must be prepared to enter a multi-racial and economically diverse society and thus, when schools provide students with the opportunity to learn in a diverse setting they are preparing their students for life. Additionally, students learn acceptance and trust, appreciation for the culture of others and have high academic outcomes as a result of school diversity.
Supporting Student Success through Authentic Partnerships: Reflection from Parents and Caregivers. Equity by Design
Author: Morton, Crystal
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Success,Reflection,Parent Attitudes,Caregiver Attitudes,Barriers,Parent Participation,Parent School Relationship,Power Structure,Participative Decision Making,Disadvantaged,Change Strategies,Student Development,Elementary Secondary Education

When schools engage parents and caregivers as authentic partners in children's learning they begin to break down traditional barriers that have existed between home and school. Parents and caregivers from historically marginalized groups have expressed feeling unwelcome, disrespected, and devalued at school. Although many are involved in the students learning process at home their contributions are rarely acknowledged and, they are forced to either engage in a school-centered form of parent involvement or not at all. Parents and caregivers that feel valued, heard, and respected by schools become part of a strong partnership that benefits everyone especially the students.
Background Review of Existing Literature on Coaching. Final Report
Author: Aikens, Nikki
Date: 2011-07-07
Type: Reports - Research
Subjects: Research Reports,Literature Reviews,Coaching (Performance),Qualitative Research,Preschool Education,Models,Classroom Techniques,Educational Quality,Child Development,Faculty Development,Curriculum Implementation,Teaching Methods,Classroom Environment,Educational Indicators,Performance Factors,Teacher Student Relationship,Outcomes of Education,Self Efficacy,Tables (Data),Meta Analysis,Citations (References)

As part of the Universal Preschool Child Outcomes Study (UPCOS-4), the authors are conducting a qualitative examination of quality support coaching in the Los Angeles Universal Preschool (LAUP) including an analysis of how coaching is being interpreted and implemented in the variety of contexts found in LAUP. This qualitative study will inform the design of a subsequent outcomes-focused study to be conducted in following years. Ultimately, LAUP leadership would like to be able to examine relationships between the coaching model and desired outcomes, such as classroom quality and child progress. An important step in this study is the review and examination of the existing literature on coaching, analysis of reviews that have been completed recently, and synthesis of what is known about coaching and its effectiveness. In this report, the authors identify studies that link coaching and specific coaching models with outcomes for classrooms, providers, and children, while also highlighting critical aspects of coaching. Specifically, they summarize the research base for coaching as a professional development tool, including the strengths and weaknesses of this research. In the appendix tables, the authors provide considerable detail to support the summary information in the body of the report. They begin by briefly describing the process of the literature review, including its sources of information.
Financial Aid at the Crossroads: Managing the Student Debt Crisis in Texas. Research Report
Author: Rice, Erin
Date: 2013-12-00
Type: Reports - Research
Subjects: Student Financial Aid,Debt (Financial),Higher Education,Graduation Rate,Money Management,Labor Market,Student Loan Programs,State Aid,Grants,Paying for College,Low Income Students,Dropout Rate,Income Contingent Loans,Employment Opportunities,Loan Default,Economic Impact,Change Strategies

Over the last several years, the media, higher education researchers, and an increasing number of policymakers have pointed to the growing levels of individual and aggregate student loan debt in the United States. At approximately $1.2 trillion, outstanding student loans have surpassed credit cards as the second largest form of consumer debt in this country, second only to home mortgages. Student loans now make up six percent of the national debt, representing a growth of 20 percent since the end of 2011. In assessing what has largely been perceived as a student loan crisis, many have placed blame on institutions and a precipitous rise in tuition rates. Other complicating factors for current and former students, however, include stagnating federal and state grant funding, low graduation rates, insufficient financial literacy, and an economy struggling to improve after the recent recession. Increasingly, these factors have lead to dangerously high initial debt-to-income ratios for many student borrowers, resulting in rising student loan default rates across the U.S. Nationwide trends do not always correspond to the experiences of students and borrowers within individual states, a fact of particular relevance for Texas. Of the national outstanding student debt load, Texans hold approximately $70 billion. This situation results from the state's reliance on federal nongrant aid, a high percentage of two-year students, and high postsecondary noncompletion rates, and leads to some of the highest default rates in the nation. In the following report, the author highlights the state of financial aid, higher education completion, and financial literacy in Texas, followed by a review of the current job market and the individual and aggregate economic effects of increasing student loan debt. Based on these findings, the author provides a list of recommendations to help Texans build healthier financial futures free of student loan default.
The Effects of Computerized and Traditional Ear Training Programs on Aural Skills of Elementary Students
Author: Kariuki, Patrick N.
Date: 2017-11-08
Type: Reports - Research
Subjects: Elementary School Students,Music Education,Computer Assisted Instruction,Conventional Instruction,Auditory Training,Student Surveys,Student Attitudes,Experimental Groups,Control Groups

The purpose of this study was to investigate the effects of computerized and traditional ear training methods on the aural skills abilities of elementary music students. The sample consisted of 20 students who were randomly assigned to either an experimental or control group. The experimental group was taught for five sessions using computerized ear training program while the control group was taught for five sessions using traditional, non-computerized ear training methods. At the end of the five sessions, students were tested. Data were collected by administering a test to both experimental and control groups that measured students' ability to identify by ear eleven different pitch intervals and three different qualities of chords. Students were also administered a survey to measure their attitudes toward their experience in the ear training program. Data were analyzed using independent t-tests. The results indicated a significant difference between the test scores of the control and experimental groups. There was no significant difference found between the experimental and control groups regarding their attitude survey results. The results of this study suggest the use of computerized ear training instruction is beneficial in achieving aural skills.
Maximizing Student Achievement: Using Student-Centered Learning
Author: Johnson, William L.
Date: 2017-11-09
Type: Speeches/Meeting Papers
Subjects: Academic Achievement,Student Centered Learning,Classroom Techniques,Feedback (Response),Formative Evaluation,Instruction,Teaching Methods,Institutional Characteristics,Learning,Instructional Leadership,Homework

The document is from a featured presentation at the 2017 annual conference of the Science Teachers Association of Texas (STAT) in Houston, Texas, November 9-11, 2017. When educators discuss student achievement, it is rare not to hear names like Robert Marzano and John Hattie. Both have clear, specific, and concrete strategies teachers can use to significantly increase student achievement. Using the research of Marzano and Hattie, the presenters identified approximately 30 attributes, grouped under seven high-impact areas, having a major impact on student learning. Following are the effect sizes (ES)and the increase in student achievement for these seven high-impact areas: (1) planning for classroom management (ES +0.76, +33%) decrease in classroom-management problems; (2) feedback/formative assessment (ES +0.93, +32%); (3) dimensions of instruction (ES +0.88, +29%); (4) teaching methods (ES +0.71, +26%); (5) student learning and school features (ES +0.62, +23%); (6) instructional leadership (ES +0.45, +17%); and (7) student homework (ES +0.39, +15%). The document also lists the statistics for the attributes underlying the seven high-impact areas. The presentation also examined questions teachers should ask as they structure their classrooms: (1) what knowledge and skills do my students need; (2) what knowledge and skills do I as a teacher need; (3) how can I deepen my professional knowledge; (4) how do I engage my students in new learning; and (5) what has been the impact of my changed actions. These questions were examined in the context of the school, the teacher, and the student. Teaching students is incredibly complex. Although there are no guaranteed silver bullets to solve all educational problems, the presenters gave researched practices that have had significant impacts on student learning. If teachers set goals to implement research-based practices that work in their classrooms, they will be much more likely to have major impacts on student learning. Presentation slides are appended.
Investigating the Underrepresentation of African American and Hispanic Students in Gifted Programs
Author: Gillard, Malcolm Jerome
Date: 2017-05-23
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: African American Students,Hispanic American Students,School Districts,Gifted,Talent,Faculty Development,Teacher Education,Elementary School Students,Educational Experience,Referral,Cultural Pluralism,Disproportionate Representation,School Surveys,Correlation,Mixed Methods Research,Questionnaires,Teacher Surveys,Teacher Attitudes,Specialists,Screening Tests,Identification,Interviews

The objective of this study was to explore the relationship between the representation of African American and Hispanic students in gifted education programs, professional development and teacher training in gifted education, and teacher referral of these students to gifted programs. Administrators, general education teachers, and gifted education specialists from both Title I and non-Title I elementary schools were surveyed in the school district in the study. Because African American and Hispanic students from low-socioeconomic background make up the majority of the demographic underrepresented in gifted education, the focus of the research was to determine whether the school district provided adequate and effective professional development and teacher training in cultural diversity and gifted education. The outcome variable, teacher willingness to share professional, personal, and educational experiences on cultural diversity and gifted education, was measured by an instrument adapted by the researcher based on an instrument developed by Morote and Tatum (2005) and the Park City School District Gifted and Talented Program Evaluation survey developed by Shepherd in 2005. This mixed-methods study included an examination of the relationship between teacher perception of African American and Hispanic students in gifted education programs and professional development and teacher training in cultural diversity and gifted education. The research design included data from two different sources: numerical data of courses being offered for licensed educators in the school district and an anonymous online survey that included an open- and close-ended questionnaire based on participants' professional, personal, and educational background. During an evaluation of the data results, it was revealed that elementary school educators' perceptions about gifted education programs negatively impacted the teacher referral rate for African American and Hispanic students to gifted education programs. In addition to the data results and the research study, the lack of professional development and teacher training in gifted education contributed to the underrepresentation of these students in gifted education programs in the school district.
Investing in Our Future: The Evidence Base on Preschool Education
Author: Yoshikawa, Hirokazu
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Preschool Education,Investment,Evidence,Relevance (Education),School Readiness,Outcomes of Education,Educational Quality,Family Income,Family Characteristics,Cost Effectiveness,Early Intervention,Developmentally Appropriate Practices,Integrated Activities,Integrated Curriculum,Faculty Development,Cohort Analysis,Child Development,Educational Needs,Educational Benefits,Evidence Based Practice

The expansion of publicly-funded preschool education is currently the focus of a prominent debate. At present, 42% of 4-year-olds attend publicly funded preschool (28% attend public prekindergarten programs, 11% Head Start, and 3% special education preschool programs). A vigorous debate about the merits of preschool education is underway, although at times it has not included the most recent available evidence. The goal of this brief is to provide a non-partisan, thorough, and up-to-date review of the current science and evidence base on early childhood education (ECE). Our interdisciplinary group of early childhood experts reviewed rigorous evidence on why early skills matter, the short- and long-term effects of preschool programs on children's school readiness and life outcomes, the importance of program quality, which children benefit from preschool (including evidence on children from different family income backgrounds), and the costs versus benefits of preschool education. We focus on preschool (early childhood education) for four-year-olds, with some review of the evidence for three-year-olds when relevant. We do not discuss evidence regarding programs for 0-3 year olds.