ethanporcaro/eric-fulltext-meta huggingface dataset:
The 2014-2015 National Survey of Community Rehabilitation Providers Report 1: Overview of Services, Trends, and Provider Characteristics. Research to Practice. Issue No. 55
Author: Domin, Daria
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Intellectual Disability,Developmental Disabilities,Supported Employment,Rehabilitation,Community Programs,Public Agencies,Private Agencies,Employment Services,Employment Level,Sheltered Workshops,Financial Support,Budgets,Federal Aid,State Aid,Participation

This brief is based on the 2014-2015 National Survey of Community Rehabilitation Providers (CRPs) funded by the Administration on Intellectual and Developmental Disabilities. This brief presents findings on people with all disabilities and people with intellectual and developmental disabilities (IDD) who receive employment and non-work services from community rehabilitation providers (CRPs). Previous national surveys of CRPs were conducted by the Institute for Community Inclusion in 2002-2003 and 2010-2011, and also gathered data on provider services for individuals with disabilities (Metzel et al., 2007; Domin &amp; Butterworth, 2012). This brief will incorporate some of those findings and compare them against the 2014-2015 survey to assess the state of integrated employment outcomes of people with disabilities. [This publication is a project of ThinkWork! at the Institute for Community Inclusion at the University of Massachusetts Boston.]
Are Intervener Services Appropriate for Your Student with Deaf-Blindness? An IEP Team Discussion Guide
Author: National Center on Deaf-Blindness (NCDB)
Date: 2016-01-00
Type: Guides - Non-Classroom
Subjects: Intervention,Students with Disabilities,Deaf Blind,Individualized Education Programs,Special Education,Services,Access to Information,Student Needs,Needs Assessment,Identification,Access to Education,Student Evaluation,Partial Vision,Hearing Impairments,Auditory Evaluation,Visual Acuity,Interpersonal Competence,Academic Accommodations (Disabilities),Learning Processes,Check Lists

Students who are deaf-blind have absent, partial, or distorted vision and hearing. Deaf-blindness severely limits access to visual and auditory information that forms the basis for learning and communication and creates challenges for educational systems mandated to provide free and appropriate education in the least restrictive environment. Intervener services are a way to meet the challenge of providing students who are deaf-blind with access to information they are unable to gather via vision and hearing and to help them compensate for the difficulties with communication and concept development that occur as a result of sensory deprivation. The purpose of this discussion guide is to help IEP teams make informed decisions about whether intervener services are appropriate for a particular student. [This guide was developed by Deaf-Blind Network Partners and National Center on Deaf-Blindness staff.]
Helping Early Care and Education Programs Assess Family Engagement Practices and Plan Improvements: Results of the Georgia Family Engagement Planning Tool Pilot
Author: Nguyen, Uyen Sophie
Date: 2018-00-00
Type: Reports - Research
Subjects: Family Involvement,Early Childhood Education,Preschool Teachers,Teacher Attitudes,Test Validity,Child Care,Family School Relationship,Planning,Parent Child Relationship,Faculty Development,Family Needs,Parent Attitudes,Early Intervention,Preschools,Child Care Centers,Program Effectiveness,At Risk Persons

Family engagement is now recognized by early childhood educators as a critical component of early care and education (ECE) programs. This recognition stems from a body of research showing the important role of family engagement in children's early learning and development. While classroom quality assessments can help programs identify teaching practices in need of improvement, there are few practical tools currently available that can help ECE programs gauge the strength of supports for family engagement that matter most to family well-being and children's early learning, and identify steps needed to improve these supports. This brief presents information about a new tool, The Family Engagement Assessment and Planning Tool (FEAP-T), designed to help ECE program staff engage in these tasks. The FEAP-T was developed and piloted by the National Center for Children in Poverty (NCCP) in partnership with the Georgia Department of Early Care and Learning (DECAL), and with assistance from the Georgia Early Education Alliance for Ready Students (GEEARS). A pilot was conducted to obtain users' views about the feasibility of the tool and evidence of its potential value in helping program staff identify specific, measurable actions they could take to strengthen family engagement practices. The following sections of this report present: (1) a description of the FEAP-T; (2) methods used in the pilot; (3) key results; and (4) recommendations for using the FEAP-T.
Review of Literature: Assessment Measures for English as a Second Language Students in College
Author: RP Group
Date: 2019-02-00
Type: Information Analyses
Subjects: Community Colleges,Two Year College Students,Student Evaluation,Evaluation Methods,English (Second Language),Second Language Instruction,Language Skills,Second Language Learning,Essays,Writing Assignments,Honors Curriculum,Student Placement,Student Participation,Self Evaluation (Individuals)

With support from the California Community College Chancellor's Office, the MMAP Research Team, a team of The Research and Planning Group for California Community Colleges (RP Group) conducted a literature review on various assessment measures used for English as a Second Language (ESL) programs to explore effective assessment methods including guided/directed self-placement, writing samples/essays, various multiple measures, and the validity of International Baccalaureate (IB) program transcripts. We examined research on assessment methods for English Language Learner students (ELLs) and investigated whether tests such as the Test of English as a Foreign Language (TOEFL) exam, writing samples/essays, multiple measures questionnaires, and guided self-placement are effective for course placement. The purpose of this report is to inform the AB 705 ESL Subcommittee of the AB 705 Implementation Team the various assessment methods colleges use nationally for ELL students. The findings will also be useful to California Community Colleges that would like to further their understanding of the various methods used for the assessment of ELL students. This review of the literature begins with a summary of the main findings followed by a more detailed account of each article then concludes with a list of references.
Inspiring Teacher Leadership through Intentional Communication. Conference Paper
Author: Fatout, Brad
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Teacher Leadership,Educational Innovation,Social Development,Emotional Development,Intention,Interpersonal Communication,Teacher Role,Leadership Responsibility,Program Effectiveness,Academic Achievement,Teacher Student Relationship,Mentors,High Schools,High School Students,Administrator Role

During the 2013-14 school year, I became involved in the National Center for Scaling Up Effective Schools (NCSU) project, a partnership of the Broward County Public School District with Vanderbilt University, the University of North Carolina at Chapel Hill, Florida State University, and Education Development Center. The purpose of NCSU is to help schools and districts develop homegrown innovations and to scale these innovations within the district. In Broward County, the innovation we were working to develop and scale was Personalization of Academic and Social Emotional Learning (PASL). Our district has been involved in a number of initiatives but PASL was close to my heart because I believe in what PASL advances: &quot;Learning happens best when we have positive relationships among students and adults.&quot; The NCSU project provided me with a road map to build teacher leadership through intentional communication. Our selection of PASL as an innovation demonstrated the power of looking within rather than reaching for a canned program. Teachers learned that they were the architects of innovation, not a program. The Plan, Do, Study, Act (PDSA) process provided a manageable and timely way for teachers to study the impact of their practice and to take ownership of the solutions that they developed. I was able to leverage structures such as School and District Innovation Design Team meetings, PASL PLCs, and PASL Pals to help deepen the implementation of PASL and PDSA. I accomplished this through constant communication with my teachers using e-mails, quarterly student data, and in-person meetings. [This paper was developed with assistance from Education Development Center, Inc.]
Lessons Learned about Designing Innovation. Conference Paper
Author: Mihalik, Michael
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: School Effectiveness,Change Strategies,Educational Innovation,Program Implementation,School Districts,Student Responsibility,Program Design,Problem Solving,Goal Orientation,Teacher Leadership,Leadership Role,Teamwork,Institutional Characteristics,High School Teachers,Administrators,High School Students,Teacher Attitudes

For the past two and one-half years I have been a practitioner participant in the National Center on Scaling Up Effective School's (NCSU's) work with Fort Worth Independent School District. I have a unique vantage point, being one of the few members remaining who has been involved since the very beginning. In addition, my work with NCSU has straddled two campuses and two positions (teacher/administrator), which has afforded me several different lenses on the work of this project. My experience with this innovation design has led to three observations in the areas of (1) constraints, (2) leverage, and (3) processes. While these themes do not fit neatly under a single umbrella, they authentically reflect the variety of challenges and successes I have experienced. Firstly, I suggest that constraints are equally as important as thinking outside the box when the innovation design process is being undertaken by practitioners. Secondly, I think the most successful elements of innovation arise from areas of leverage within the system. We simply cannot add more stress to the system, without providing immediate relief somewhere else. Third, building a process for implementation and change is possibly more important than the actual change that will be implemented. This parallels the idea that we must build the capacity of teachers to design and lead before we expect them to be able to do so. [This paper was developed with assistance from Education Development Center, Inc.]
The Effect of Visual Thinking on Developing the Adult Learners&apos; English Language Fluency
Author: Mahmoud, Hazem Farouk Ali
Date: 2018-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Adult Learning,Adult Students,English (Second Language),Language Fluency,Visual Perception,Semitic Languages,Second Language Instruction,Foreign Countries,Writing (Composition),Writing Skills,Visualization,Cognitive Processes

This study aimed to design a program based on visual thinking (VT) to develop the adult learners' English Language Fluency (ELF). The study started with literature review and previous studies related to VT, visual literacy, writing ability and writing fluency (WF). The researcher designed the research program, and the instruments of measuring the learners' progress including the WF components list, the pre / posttest, the rubric, and the participants' questionnaire. Participants were 14 adult learners (N= 14), with Arabic as their first language; enrolled at the upper intermediate level, Telecom Egypt Training Institute (TETI). They received a five-week intensive English language instruction, two sessions a week, to boost the learners' WF where the researcher was the instructor. The learners' scores on the pre / posttest were statistically analyzed using T-test and the effect size factor. In addition, a qualitative analysis of the learners' progress was conducted and analyzed. Both quantitative and qualitative analysis revealed the positive effect of using VT on developing the adult learners' English language fluency.
Forum Guide to Early Warning Systems. NFES 2019-035
Author: National Forum on Education Statistics (ED)
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Educational Indicators,Best Practices,Elementary Secondary Education,Data Collection,At Risk Students,Dropout Prevention,Dropout Rate,Standardized Tests,Intervention,Academic Support Services,Student Needs,Positive Behavior Supports,Student Behavior,Response to Intervention,Graduation Rate,Planning,Needs Assessment,Predictor Variables

The Forum Guide to Early Warning Systems provides information and best practices to help education agencies plan, develop, implement, and use an early warning system in their agency to inform interventions that improve student outcomes. The document includes a review of early warning systems and their use in education agencies and explains the role of early warning indicators, quality data, and analytical models in early warning systems. It also describes how to adopt an effective system planning process and recommends best practices for early warning system development, implementation, and use. The document highlights seven case studies from state and local education agencies who have implemented, or are in the process of implementing, an early warning system. [This publication was developed through the National Cooperative Education Statistics System and funded by the National Center for Education Statistics (NCES), within the Institute of Education Sciences (IES).]
Education for Sustainable Development -- Preserving Linguistic and Cultural Diversity
Author: Ashokan, Varun
Date: 2019-04-00
Type: Journal Articles
Subjects: Sustainable Development,Cultural Pluralism,Multilingualism,Foreign Countries,Educational Policy,Language Maintenance,Cultural Maintenance,Educational Environment,Native Language,Language Skill Attrition,Role of Education

The paper deals with the issues of the cultural and linguistic diversity of Indian schools. The influence international policies and national policies, provision to preserve the linguistic and cultural diversity in classroom and schools. The role of education to preserve the linguistic and cultural diversity needs in schools. Based on various data from India and other UN agencies on issues of preserving and sustaining the cultural and linguistic diversity. The data provides, more than 50% of the world's languages are located in just eight countries: India, Brazil, Mexico, Australia, Indonesia, Nigeria, Papua New Guinea, and Cameroon. These countries are in threats losing its native language or in other words falling in the categories endanger language The author has provided educational suggestions and recommendation for reserving linguistic and cultural diversity in schools.
Helping Students Develop Habits of Reflection: What We Can Learn from the NILOA Assignment Library
Author: Hutchings, Pat
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Reflection,Assignments,College Students,Student Evaluation,College Instruction

Over the last several years, National Institute for Learning Outcomes Assessment (NILOA) has worked with faculty from around the country to build an online library of assignments that both foster and provide evidence of student learning. The Library is now approaching 80 entries and growing. A number of those assignments include an explicit requirement that students engage in structured, intentional reflection. The assignments come from a diverse range of fields and institutional types, and include papers, presentations, case studies, group projects, and exams. This report highlights common features between the various assignments, the value and role of reflection, and important developments that can provide synergy for further work on reflective assignments.
Being Present: The Power of Attendance and Stability for Disadvantaged Pupils--How Pupil and Cohort Background Factors Link to the KS4 Outcomes of Disadvantaged Pupils
Author: Claymore, Zoe
Date: 2019-02-00
Type: Reports - Research
Subjects: Secondary Education,Secondary School Students,Student Characteristics,Institutional Characteristics,Disadvantaged Youth,Correlation,Background,Socioeconomic Influences,Attendance,Student Mobility,Special Needs Students,Students with Disabilities,Achievement Gap,Suspension,Academic Achievement,At Risk Students,Foreign Countries

This report investigates the relationship between a broad range of pupil and school background factors and the KS4 [Key Stage 4] outcomes achieved by disadvantaged pupils. It looks at both the significance and strength of each association, in order to understand the relative importance of each factor in explaining differences in KS4 outcomes. The report also looks at the role of background characteristics in potentially explaining some of the progress gap between disadvantaged pupils and their more affluent peers. The research is based on a data supplied by DfE [Department for Education] from the National Pupil Database for all mainstream secondary pupils who sat their KS4 exams in 2016. Key findings from the 2015/16 cohort: (1) Variations in Progress 8 scores for disadvantaged pupils were most strongly associated with a pupil's absence rate during KS4, their exclusion rate during secondary school and whether or not they moved schools during KS4; (2) Variations in Attainment 8 scores for disadvantaged pupils were most strongly associated with a pupil's KS4 absence rate, KS2 attainment and Special Educational Needs and Disabilities (SEND) status; (3) The average absence and movement rates of a pupil's year group were associated with the variation in KS4 outcomes of disadvantaged pupils in that group; (4) 55 per cent of the gap in Progress 8 scores, between disadvantaged pupils and their more affluent peers, can be explained by the between-group differences in absence, exclusion and KS4 movement rates during secondary school at both pupil and cohort level; and (5) 30 per cent of the gap in Attainments 8 scores, between disadvantaged pupils and their more affluent peers, can be explained by the between-group differences in absence, exclusion and KS4 movement rates during secondary school, along with differences in their KS2 scores, at both pupil and cohort level.
Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University&apos;s IMPACT Program. Occasional Paper #38
Author: Levesque-Bristol, Chantal
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Student Centered Learning,Evidence Based Practice,College Instruction,School Culture,Research Universities,Educational Change,Faculty Development,College Faculty,Curriculum Development,Personal Autonomy,Self Determination,Learner Engagement,Outcomes of Education,Undergraduate Students,Program Effectiveness,College Curriculum,Communities of Practice

How does a large research university establish a culture supporting student-centered evidence-based teaching? In this paper, we describe Purdue University's &quot;Instruction Matters: Purdue Academic Course Transformation&quot; (IMPACT) which has involved 321 instructors and 529 courses. Of every first-time undergraduate student, who first enrolled at Purdue West Lafayette in fall 2011 to summer 2018, 95.1% of them enrolled in at least one IMPACT course in any academic period during that time. We describe the history and evolution of the program, from its roots in National Center for Academic Transformation (NCAT) models and Faculty Learning Communities to an innovative adaptation of Self-Determination Theory principles. The program aims to maximize autonomy support for instructors, as they design classes to meet their instructional goals and student needs. IMPACT uses assessment on multiple levels: What should we examine in addition to grades to document achievement of learning outcomes in individual courses? How do we measure the learning climate and student engagement in a class? Most important, how does a faculty development program focused on course redesign lead to meaningful and lasting institutional change? In telling this story including lessons learned, readers will discover ways to enhance and evaluate their own faculty development programs to effect evidence-based and teaching-centric culture changes on their own campuses. [Foreword by George D. Kuh.]
Educational Attainment of Mothers Aged 25 and Over: United States, 2017. NCHS Data Brief. No. 332
Author: Mathews, T. J.
Date: 2019-02-00
Type: Reports - Research
Subjects: Educational Attainment,Mothers,Racial Differences,Ethnicity,Geographic Location,Birth Rate,Academic Degrees,Hispanic Americans,Asian Americans,African Americans,Whites,Pacific Islanders,Hawaiians

Maternal education has been shown to be associated with the number of children a woman has during her childbearing years, as well as maternal and infant health (1-5). Using 2017 national birth certificate data, this report describes educational attainment of mothers aged 25 and over, overall and by race and Hispanic origin and state, and the mean numbers of live births by mothers' educational attainment. Key findings from the report include: (1) In 2017, 41.7% of mothers aged 25 and over had completed a Bachelor's or advanced degree; (2) Non-Hispanic Asian mothers aged 25 and over were the most likely of all race and Hispanic-origin groups to have a Bachelor's or advanced degree (67.9%); (3) Mothers in the District of Columbia were more likely to have a Bachelor's or advanced degree (58.5%) compared with mothers in other U.S. jurisdictions; and (4) The mean number of births declined with advancing maternal education from 2.70 births for mothers with less than a 12th grade education, with no high school diploma, to just under 1.90 births for mothers with a Bachelor's or advanced degree.