ethanporcaro/eric-fulltext-meta huggingface dataset:
What We Teach: K-12 School District Curriculum Adoption Process, 2017
Author: Allen, I. Elaine
Date: 2017-09-00
Type: Reports - Research
Subjects: Elementary Secondary Education,School Districts,Decision Making,Mathematics Instruction,Language Arts,English Instruction,Science Instruction,History Instruction,Social Studies,Curriculum Implementation,Curriculum Development,Resource Units,Shared Resources and Services,Instructional Materials,Educational Technology,Technology Uses in Education,Administrator Surveys

The objective of this study is to better understand the process by which K-12 school districts select curricula materials in four critical subject areas: Mathematics, English Language Arts, Science, and History and Social Studies. This research has two primary goals: (1) to understand the process by which K-12 school districts select and adopt full-course curricula materials; and (2) to understand the degree to which K-12 school districts are aware of and adopted Open Education Resources (OER). Key findings of the study were: (1) Over three-quarters of districts have made a full-course curricula decision in the past three years, with two-thirds of these making decisions in more than one subject area. The most common subject area is Mathematics, followed by English Language Arts; (2) Adopting a full-course curriculum is a group activity. Teachers almost always play a role, typically joined by administrators and principals. Parents and outside experts are included by about half of the districts; (3) There is no single factor that drives a district selection process, with most districts citing five or more factors as &quot;very important&quot; or &quot;critical&quot; to their decision. Comprehensive content, working with current technology, are cited most often; (4) Districts select full-course curricula materials from over two-dozen publishers. Three of these, McGraw-Hill, Pearson Education, and Houghton Mifflin, are cited most often; (5) The vast majority of district adoption decisions are driven by an external factor: changing standards. Districts typically initially consider 3 to 5 alternatives, narrowing that number to 2 or 3 for a final decision. Most decision processes take the better part of a year to complete. The curricula materials being replaced are usually 6 to 10 years old; (6) Awareness of copyright and the public domain is much higher among districts than is awareness of Creative Commons licensing. Nearly three-quarters of respondents claim some level of awareness of OER, but this drops to only one-third when awareness of licensing is included; and (7) K-12 school districts have a greater degree of awareness of OER materials than of OER concepts and definitions. Two-thirds of all districts are aware of at least one OER full-course curriculum, with 37% having actively considered at least one for adoption. A full 16% of districts have adopted at least one full-course OER curriculum.
Opening Public Institutions: OER in North Dakota and the Nation, 2015
Author: Spilovoy, Tanya M.
Date: 2015-10-00
Type: Reports - Research
Subjects: Curriculum Implementation,Curriculum Development,Resource Units,Shared Resources and Services,Instructional Materials,Educational Technology,Technology Uses in Education,Teaching Methods,Questionnaires,Barriers,Technology Integration,Teacher Attitudes,College Faculty,Teacher Surveys,Intellectual Disciplines,Knowledge Level,Institutional Characteristics,Copyrights,Educational Resources

In the past year, Open Educational Resources have been a focus of policymakers and stakeholders in North Dakota. As a result, North Dakota University System (NDUS) faculty are more aware of the term open educational resources (OER) than their counterparts in national public institutions and all sectors of higher education. In addition, North Dakota faculty report a higher rate of autonomy in the selection of course materials. While these two findings seem to set the stage for a successful OER initiative, the data shows that NDUS faculty are less aware of Creative Commons, Public Domain, copyright, and licensing than their counterparts nationally. In addition, NDUS faculty reported that there are not enough subject resources (46%) and 39% said OERs are too hard to find. These findings support the need for professional development and the importance of providing access to a comprehensive library of Open Educational Resources. This report builds on a number of national Babson Survey Research Group (BSRG) efforts exploring the role of OER in higher education. These efforts began in 2009 with the inclusion of questions about the knowledge, use and opinion of OER among academic leaders in the BSRG annual survey on online education. These questions were continued for 2010 and 2011, and grew to seek the opinions of faculty in higher education and academic technology administrators, in addition to academic leaders. A survey of faculty on their use of social media also asked faculty for their opinions on OER. Highlights from those reports are included in this document as are study results.
Rethinking Investment in Districts: Philanthropy&apos;s Role in Realizing the Promise of School District Innovation Zones
Author: Iyengar, Nithin
Date: 2017-04-28
Type: Reports - Descriptive
Subjects: Educational Innovation,School Turnaround,Philanthropic Foundations,Partnerships in Education,Educational Finance,School Districts,School District Autonomy,Student Improvement,Educational Improvement,Investment,Sustainability,Public Schools,Charter Schools,Governing Boards,Governance

This report summarizes the Bridgespan's Group latest research project, &quot;School District Innovation Zones: A New Wave of District-Led Efforts to Improve Economic Mobility.&quot; The report focuses on a new wave of district-led &quot;innovation zones&quot; that holds promise to overcome the challenges of turning around failing schools and deliver significant improvements in student outcomes. Innovation zones in Chicago; Denver; Indianapolis; Memphis, Tennessee; and Springfield, Massachusetts reveal certain design features that place a focus on improving teaching and learning over multiple years--the heart of any successful turnaround effort. Research identified three primary types of innovation zones: (1) district-led; (2) third-party led; and (3) autonomous improvement zones. Each type takes a different approach to reach the same goal--improving student outcomes for a subset of schools by providing guaranteed school-based autonomy in return for higher expectations and accountability for performance. This report also provides guidance for philanthropists considering district investments. [For &quot;School District Innovation Zones: A New Wave of District-Led Efforts to Improve Economic Mobility,&quot; see ED582407.]
Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Math Pathways Technical Report
Author: Hoang, Hai
Date: 2017-03-00
Type: Reports - Research
Subjects: College Mathematics,Acceleration (Education),Remedial Mathematics,Outcomes of Education,Enrollment,Mathematics Achievement,Community Colleges,Two Year College Students,College Students,State Universities,Success,Transfer Rates (College),Program Effectiveness

College math is a gateway course that has become a constraining gatekeeper for tens of thousands of students annually. Every year, over 500,000 students fail developmental mathematics, preventing them from achieving their college and career goals. The Carnegie Math Pathways initiative offers students an alternative. It comprises two Pathways courses, Statway® and Quantway®, that provide post-secondary students with an accelerated method to complete developmental mathematics sequences and attain college-level math credit. Since its launch in classrooms at 29 colleges in 2011, Statway and Quantway have served over 20,000 students. In 2015-2016, the Pathways had achieved remarkable results even while serving over four times as many students as in its initial year. Student success rates in Statway, Quantway 1, and Quantway 2 reached 50%, 64%, and 67% respectively. New impact studies also show that Pathways students have higher completion rates, subsequent math enrollment and success, credit accumulation rates, and transfer rates from two-year to four-year colleges. This report provides descriptive statistics on the 2015-2016 student outcomes, as well as insights into potential areas for improvement based on data from the Pathways' fifth year of implementation.
2017 System Summary of University Work Plans. Board Approved University Work Plans
Author: State University System of Florida, Board of Governors
Date: 2017-06-15
Type: Reports - Evaluative
Subjects: State Universities,Strategic Planning,Educational Finance,Enrollment Management,College Programs

The State University System of Florida has developed three tools that aid in guiding the System's future. (1) The Board of Governors' 2025 System Strategic Plan is driven by prospective goals and associated metrics that set future benchmarks for the System; (2) The Board's Annual Accountability Report provides retrospective tracking with year over-year and longer time periods for how the System is progressing toward its goals; (3) Institutional Work Plans connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. These three documents assist the Board with strategic planning and with setting short-, mid- and long-term goals. The Board uses these documents to help advocate for all System institutions and foster even greater coordination with the institutions and their Boards of Trustees. Once a Work Plan is approved by each institution's respective Board of Trustees, the Board of Governors reviews and consider the plan for potential acceptance of the one-year metric goals. Longer-term components will inform future agendas of the Board's Strategic Planning Committee. The Board's acceptance of a Work Plan does not constitute approval of any particular component, nor does it supersede any necessary approval processes that may be required for each component.
Internet Safety for Teens with ASD. Autism at-a-Glance
Author: Clinard, A.
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Adolescents,Autism,Pervasive Developmental Disorders,Internet,Safety,High School Students,Guides,Family Role,School Role,High Schools,Child Safety,Social Media,At Risk Persons,Bullying,Computer Mediated Communication,Criminals

&quot;Autism at-a-Glance&quot; is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with Autism Spectrum Disorder (ASD). The purpose of the &quot;Autism at-a-Glance&quot; series is to provide a current summary of topics relevant to high school students with ASD as well as practical tips and resources for school and community personnel and family members. This &quot;Autism at-a-Glance&quot; was designed to support high school staff and family members in supporting adolescents on the autism spectrum as they begin to explore the internet.
Anxiety in Adolescents with ASD. Autism at-a-Glance
Author: Hedges, S.
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,High School Students,Secondary School Teachers,Student Needs,School Personnel,Family Role,Guides,Symptoms (Individual Disorders),Anxiety,Adolescents,Interpersonal Relationship,Student Behavior,Intervention,Drug Therapy,Well Being,Behavior Modification

&quot;Autism at-a-Glance&quot; is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with Autism Spectrum Disorder (ASD) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the &quot;Autism at-a-Glance&quot; series is to provide a current summary of topics relevant to high school students with ASD as well as practical tips and resources for school and community personnel and family members. This &quot;Autism at-a-Glance&quot; was designed to support high school staff and family members in understanding and recognizing symptoms of anxiety, and how those symptoms may present in adolescents on the autism spectrum.
How to Reduce Cheating from an Introductory Computer Programming Course
Author: Sukhodolsky, Jacob
Date: 2017-10-00
Type: Journal Articles
Subjects: Computer Science Education,Cheating,Ethics,Homework,Student Behavior,Grading,School Policy,College Students,Course Descriptions,Definitions,Plagiarism,Standards,Student Surveys,Programming

The problem of Computer Science students' cheating in their homework assignments so far has been handled mainly through administrative punishment of the cheaters. The success of such an approach depends to a large degree on the ability of the instructor to recognize the fact of cheating, which is a complicated task. With a large number of students taking the course, identifying the cheaters sometimes requires considerable time. The author of this paper suggests a method of solving the cheating problem by changing the course grading policy. The suggested approach emphasizes the importance of regular checking of students' understanding the course material.
Motivational Interviewing to Support Teacher Behavior Change
Author: Lee, Jon
Date: 2014-00-00
Type: Reports - Research
Subjects: Behavior Change,Teacher Behavior,Motivation Techniques,Questioning Techniques,Interviews,Early Intervention,Classroom Techniques,Student Behavior,Barriers,Classroom Environment,Check Lists,Child Behavior,Elementary School Students

This chapter is concerned with adapting Motivational Interviewing to an early intervention addressing challenging behavior in classrooms. Motivational Interviewing (MI) is a powerful vehicle for increasing motivation and changing behavior in adults, and has been shown to increase participant time in treatment, effort, and adherence to intervention protocols. Given that these attributes are transferable to authentic educational settings, MI reveals itself as a promising intervention with wide ranging application in schools. Just as with any adaptation of MI, its application requires modification to the characteristics of the population it is applied with, as well as the contextual demands of the setting--in this case educational environments. In this chapter we discuss the constraints associated with the practice of MI in educational contexts, and particularly with teachers. We present the adaptations to MI utilized by our research team to overcome these constraints. Following the adaptations to MI, we describe the First Step Classroom Check-Up (First Step CCU), developed for use in educational contexts to address teacher behavior change within an empirically-based intervention for children who exhibit disruptive behavior in classroom settings--the First Step to Success early intervention program. Finally, we present selected results from our feasibility trial of the First Step CCU with a small sample of public primary school teachers. [This paper was published in: McNamara, Eddie (Ed.) (2014). &quot;Motivational Interviewing: Children and Young People II: Issues and Further Applications&quot; p83-102. Merseyside, UK, Positive Behavior Management.]
Hawaii Department of Education Data Book, 2016. 27th Annual Report. (Formerly &quot;The Superintendent&apos;s Annual Report&quot;)
Author: Hawaii State Dept. of Education, Honolulu. Office of the Superintendent
Date: 2017-06-00
Type: Numerical/Quantitative Data
Subjects: Demography,Educational Finance,Academic Achievement,Comparative Analysis,Tables (Data),Profiles,Educational Trends,Outcomes of Education,Declining Enrollment,Special Needs Students,Teacher Qualifications,Funding Formulas,School Safety,Well Being,English Language Learners,Language Arts,Science Achievement,Mathematics Achievement,Dropout Rate,High School Equivalency Programs,Educational Assessment,College Graduates,Graduation Rate

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. Also, comparisons to other states with characteristics similar to Hawaii are provided to illustrate relative progress or status on specific indicators.
Using Rasch to Develop and Validate an Assessment of Students&apos; Progress on the Energy Concept
Author: Herrmann-Abell, Cari F.
Date: 2018-04-00
Type: Reports - Research
Subjects: Energy,Test Content,Test Items,Program Validation,Item Response Theory,Pretesting,Difficulty Level,Academic Achievement,Elementary Secondary Education

This paper describes the development and validation of a set of three assessment instruments that can be used to assess students' progress on the energy concept (ASPECt) from fourth through twelfth grade. Rasch analysis techniques were used throughout the development process to guide the construction of an item bank and the selection of items for inclusion on the instruments. Rasch analysis techniques were also used to validate the instrument and design support materials to aid in the interpretation of student performance. A cross-sectional analysis was performed to determine the match between the instruments and students and revealed that currently the difficulties of intermediate and advanced instruments are greater than the average performance level of students in grades four through twelve. Wright maps and option probability curves were created to help users interpret student performance. [Paper presented at the AERA Annual Conference in New York, NY, April 13-17, 2018.]
Hawai&apos;i State Department of Education &amp; Board of Education Strategic Plan, 2017-2020
Author: Hawaii State Board of Education
Date: 2016-12-06
Type: Reports - Descriptive
Subjects: Public Education,Achievement Gap,Academic Achievement,Equal Education,Strategic Planning,Educational Quality,Educational Objectives,Cultural Influences,Academic Aspiration,Student Empowerment,Holistic Approach,Professional Development,School Personnel,Educational Innovation,Educational Resources,Program Implementation,State Standards,Educational Indicators

This governing document for the public education system in Hawai'i provides a common foundation of expectations and supports for public education, centering on closing the achievement gap to ensure equity and excellence for each student. The Strategic Plan is a compact between the Board of Education (BoE), the Department of Education (DoE), and community about the state's goals for public education and the support and investment necessary to achieve the goals. This updated Strategic Plan strikes a new balance between maintaining shared expectations for all schools and students, and supporting diverse approaches and community-based objectives.
The Development of Instruments to Measure Motivational Interviewing Skill Acquisition for School-Based Personnel
Author: Small, Jason W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Test Construction,Measures (Individuals),Motivation Techniques,School Personnel,Skill Development,Counseling Techniques,Substance Abuse,Video Technology,Statistical Analysis,Test Reliability,Test Validity,Behavior Change,Questionnaires,Early Childhood Education,Pretesting

As specialized instructional support personnel begin learning and using motivational interviewing (MI) techniques in school-based settings, there is growing need for context-specific measures to assess initial MI skill development. In this article, we describe the iterative development and preliminary evaluation of two measures of MI skill adapted from the substance abuse field for use in school-based settings. We developed the Video Assessment of Simulated Encounters for School-Based Applications and the Written Assessment of Simulated Encounters for School-Based Applications to evaluate the initial MI skill development of school-based personnel participating in a multi-component, MI training program. Preliminary psychometric evidence supports continued development and refinement of the measures. [This article was published in &quot;Advances in School Mental Health Promotion&quot; (EJ1088365).]
Validity of the SAT® for Predicting First-Year Grades: 2013 SAT Validity Sample
Author: Beard, Jonathan
Date: 2018-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Grade Point Average,College Freshmen,Institutional Characteristics,Correlation,High School Students,Statistical Analysis,Predictor Variables,Student Characteristics,Prediction,Grades (Scholastic),Geographic Regions

The continued accumulation of validity evidence for the intended uses of educational assessment scores is critical to ensuring that inferences made using the scores are sound. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SAT® scores and college success. This report provides updated validity evidence for using the SAT to predict first-year college grade point average (FYGPA) for the 2013 cohort. It is important to note that a redesigned SAT was launched in March 2016. All data and references in this document to the SAT refer to the version previous to the 2016 redesigned SAT. Colleges and universities (henceforth, &quot;institutions&quot;) provided data on the cohort of first-time, first-year students enrolling in the fall of 2013. The College Board combined those college outcomes data with official SAT scores and SAT Questionnaire response data, which included students' self-reported high school grade point average, among other things. In particular, 162 institutions provided data on 306,713 students, 221,485 of whom had complete data on high school grade point average (HSGPA); SAT critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W) scores; and FYGPA. As has been shown in previous research, the multiple correlation of SAT section scores and HSGPA with FYGPA continues to be strong for the 2013 cohort (r = 0.61). When compared with the correlation of HSGPA alone with FYGPA (r = 0.53), the addition of the SAT section scores to HSGPA represented an increase (?r = 0.08) in the correlation with FYGPA. The patterns of differential validity by institutional and student characteristics and differential prediction by student characteristics for the 2013 cohort also follow the same general patterns, as has been shown in previous research.