ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Inclusive Interventions for Children with Disabilities in Low- and Middle-Income Countries: Protocol for an Evidence and Gap Map
Author: Thota, Anilkrishna B.
Date: 2022-03-00
Type: Reports - Research
Subjects: Intervention,Inclusion,Outcomes of Education,Evidence,Developing Nations,Databases,Research Reports,Access to Education,Students with Disabilities,Program Effectiveness,Living Standards,Access to Health Care,Social Services,Mainstreaming,Social Discrimination,Elementary Secondary Education,Empowerment,Educational Practices,Cultural Context

Of the nearly 1 billion people with a disability, 80% live in low- and middle-income countries (LMICs) and 240 million are children. Children with disabilities remain one of the most marginalized and excluded groups in society. This protocol to the Evidence and Gap Map on the Effectiveness of Inclusive Interventions for Children with Disabilities Living in LMICs aims to identify the available evidence on inclusive interventions to improve access to health, education and social services for these children, and enable them to participate fully in society by addressing discrimination, improving living conditions, incorporating mainstreaming approaches and promoting empowerment. It highlights gaps in the evidence to prioritize future research and evaluation agendas; identifies contextual factors related to various populations and settings; and provides a database of peer-reviewed and grey literature in this area. [For the companion report &quot;Inclusive Interventions for Children with Disabilities: An Evidence and Gap Map from Low- and Middle-Income Countries. Inclusion Matters,&quot; see ED627681.]
Getting Started with Restorative Practices in Schools: A Guide for Administrators and Teacher Leaders
Author: Villani, Susan
Date: 2021-05-00
Type: Guides - General
Subjects: Restorative Practices,Program Implementation,Student Role,Elementary Secondary Education,Learning Activities,Discipline Policy,Conflict Resolution

This guide is designed to help school leaders and educators use restorative approaches to build relationships and address conflict. These practices help facilitate community building and address infractions, enabling students to take responsibility for their actions and repair harm when possible. This report is organized as follows:(1) Part 1: What is Restorative Practices provides a description of restorative practices and basic information about specific practices and key processes; (2) Part 2: A Framework to Guide Practice gives initial guidance for school leaders to explore and promote restorative practices; (3) Part 3: Managing School-wide Adoption of Practices helps school leaders manage the school-wide adoption of restorative practices; and (4) Part 4: Resources &amp; Tools shares resources and tools to assist with early implementation of restorative practices. There are links included with many of the works cited in the reference section.
Gaining Ground on Equity for Rural Schools and Communities. Rural Equity Series
Author: Tomlinson, Heather Biggar
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Rural Schools,Rural Areas,Equal Education,Educational Policy,Student Diversity,Minority Group Students,Poverty,Low Income Students,Educational Discrimination,Resource Allocation,Access to Computers,Internet,Child Care,Access to Health Care,Barriers,Teacher Shortage,College Readiness

One in five Americans, or about 60 million people, lives in a rural area. Because 97% of the nation's landmass is considered rural, by definition these areas are sparsely populated and far from urban centers (United States Census Bureau, 2017). Although rural school districts are small--median enrollment is fewer than 500 students--the overall numbers are not: 28.5% of schools are rural and 9.3 million students attend them (Showalter, Hartman, Johnson, &amp; Klein, 2019). The well-being and success of rural students is a critical determinant of the well-being and success of the nation as a whole. However one of the commonalities connecting rural areas is a lack of access to services, infrastructure, and equitable policies and practices. This article provides an overview of how equity relates to rural America and its students and schools. It examines racial diversity, poverty, intersecting discrimination, resource allocation for schools, broadband connectivity, access to high-quality child care, health services, and other topics impacting families in rural areas.
Impact of COVID-19-Related School Closures in Key Stage 1 on Attainment and Social Skills of Pupils in Year 2 and Year 3 in Academic Year 2021/2022
Author: Wheater, Rebecca
Date: 2022-11-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Academic Achievement,Reading Achievement,Mathematics Achievement,Interpersonal Competence,Elementary School Students,Outcomes of Education,Foreign Countries,Achievement Gap,Economically Disadvantaged

This is a longitudinal study that follows the youngest school-age children affected by the COVID-19 pandemic over time to understand the long-term impact of the partial school closure on pupils' attainment (reading and maths) and social skills, and on the gap between the attainment of disadvantaged and non-disadvantaged children. The research, conducted by the National Foundation for Education Research (NFER), builds on findings from a previous study (Rose et al. 2021) and tracks the same pupils who were in KS1 (Y1 &amp; Y2) during the first partial school closure, for a two further years, once in 2021/22 when they were in Year 2 and Year 3 and will again in 2022/23 when they are in Year 3 and Year 4. This report covers the results from the first year of the two-year follow up. Attainment outcomes of pupils in Year 2 and Year 3 in spring 2022, measured by NFER assessments of reading and mathematics, are compared with attainment outcomes for a representative sample of pupils assessed in 2019 and 2017 for Year 2 and Year 3, respectively--before the COVID-19 pandemic. Additionally, the study utilises a repeated measures design such that the reading and mathematics outcomes from pupils in Year 2 and 3 were compared with their outcomes from the previous academic year, when the same pupils were assessed as part of the previous study whilst in Year 1 and Year 2 (Rose et al. 2021). In addition to measuring reading and mathematics attainment, the study also included a teacher measure of pupils' social skills for a sub-sample of twelve pupils within each year group in each school. Contextual information about school practices and any catch-up activities being undertaken with the pupils was also collected though a survey completed by 67 headteachers. [For the previous study, &quot;Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-Emotional Wellbeing in Key Stage 1. Research Report,&quot; see ED620409.]
What Was the Impact of Key Stage 1 School Closures on Later Attainment and Social Skills? Findings from Year 2 of a Unique Longitudinal Study Following the Youngest School-Aged Children during the COVID-19 Pandemic
Author: National Foundation for Educational Research (NFER) (United Kingdom)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Academic Achievement,Interpersonal Competence,Elementary School Students,Foreign Countries,Distance Education,Achievement Gap,Reading Achievement,Mathematics Achievement,Scores

During the COVID-19 pandemic, the very youngest pupils in schools had their schooling and social interactions in the classroom disrupted by lengthy periods of school closures and remote learning. This research focuses particularly on these young pupils, and is exploring how their learning and social skills are recovering two years on from the pandemic. The data was first collected about the pupils when they were in Years 1 and 2, in the academic year 2020/21. This leaflet, for school leaders and teachers, follows the pupils into Years 2 and 3 in the academic year 2021/22. This summary for school leaders provides the headline findings from the study, &quot;Impact of COVID-19-Related School Closures in Key Stage 1 on Attainment and Social Skills of Pupils in Year 2 and Year 3 in Academic Year 2021/2022. Report&quot; [ED627825].
Ocean Odyssey Educators Guide. Elementary School Level
Author: National Oceanic and Atmospheric Administration (NOAA) (DOC)
Date: 2023-00-00
Type: Guides - Classroom - Teacher
Subjects: Lesson Plans,Oceanography,Films,Animals,Ecology,Class Activities,Science Education,Standards,Science Curriculum,Marine Education,Environmental Education,Common Core State Standards

This guide includes 8 elementary school level lessons, inspired by topics from &quot;Ocean Odyssey,&quot; a film for IMAX and other Giant Screen theaters. Host-narrated by oceanographer Sylvia Earle, &quot;Ocean Odyssey&quot; is an immersive film following a mother and calf humpback whale on their migration from the tropics to Antarctica. Connecting it all is the understanding that the ocean and life on land are intricately interconnected. The challenges facing the ocean and its inhabitants cross geographic and ethnic boundaries. Understanding the ocean and its ecosystems is essential to comprehending and protecting this planet on which we live. This is among NOAA's most important missions, to better understand and protect the ocean and coasts, their ecosystems, and the communities that rely on them. All of the lessons in this guide have been aligned to major national education standards. These lessons progress for use from younger to older grade bands, but they all contain aspects and resources which may be adapted for all grade bands.
Cultivating Relationships with Potential New Hires. Brief
Author: Region 8 Comprehensive Center
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Personnel Selection,Job Applicants,Interprofessional Relationship,Teacher Recruitment,Diversity (Faculty),College School Cooperation,School Districts,Teacher Persistence,Labor Needs,Teacher Selection

Since districts are often competing with each other and other higher-paying professions for new hires, it is imperative to consider ways to better engage and appeal to candidates. For human resource (HR) professionals and administrators to improve their efforts, they need to know how to cultivate effective relationships with potential new hires. Relationship-based recruitment provides for more connection with a candidate than the typical application and interview process of recruiting and hiring. Through this &quot;high-touch&quot; recruitment process, districts build relationships with candidates before a job is posted so candidates can learn more about a district or particular school prior to applying. By establishing a relationship with potential applicants early in the recruitment process, district administrators and teachers also learn about the possible fit of the candidate. This brief was developed in collaboration with the Indiana Department of Education to outline best practices for cultivating relationships with potential new hires. It goes over relationship-based recruitment and what it looks like to have an ongoing relationship-based recruitment with potential new hires for districts.
Middle Leaders in College Redesign: Leading from the Middle 2019
Author: Asera, Rose
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,Middle Management,Leadership Training,Guided Pathways,Professional Development,Educational Change,Data Use,Teamwork,Cooperation,Coaching (Performance),Professional Identity

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) in 2013 to develop and support middle leaders in community colleges across California. Each year LFM produces an internal evaluation report that presents participants' perspectives about what they learned from their experience and how they have applied it. This year's report focuses on the roles middle leaders play in Guided Pathways. The report begins with LFM's purpose and design. The body of the report is organized by the three overarching outcomes of Leading from the Middle, moving from the broadest institutional level to the individual outcomes: (1) leading a college change initiative; (2) relationship-building and collaboration; and (3) leadership development. The report concludes with a brief look to next steps for LFM. [For the executive summary, see ED627833. For the 2018 report, see ED599404.]
Middle Leaders in College Redesign: Leading from the Middle 2019. Executive Summary
Author: Asera, Rose
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,Middle Management,Leadership Training,Guided Pathways,Professional Development,Educational Change,Data Use,Teamwork,Cooperation,Coaching (Performance),Professional Identity

This is the executive summary for &quot;Middle Leaders in College Redesign: Leading from the Middle 2019.&quot; The report focuses on the roles middle leaders play in Guided Pathways. This summary is organized by the three overarching outcomes of Leading from the Middle (LFM), moving from the broadest institutional level to the individual outcomes: (1) leading a college change initiative; (2) relationship-building and collaboration; and (3) leadership development. The summary concludes with a brief look to next steps for LFM. [For the full report, see ED627832.]
Exploring Equity Issues: Introduction to Trauma-Informed Classrooms--Inclusive Learning Strategies for Educators
Author: Nordhoff, Kaity
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Trauma,Trauma Informed Approach,Educational Practices,Equal Education,Inclusion,Educational Strategies,Psychological Patterns,Student Behavior,Behavior Problems,Teacher Education,Classroom Techniques,Community Support,Educational Policy,Teacher Student Relationship

Trauma is pervasive in schools and can threaten students, affecting their academic performance and opportunities for lifelong success. Educators must be careful they don't add to a student's trauma. School policies, including academic (e.g., tracking) and behavior (e.g., discipline), can carry implicit bias that can retraumatize a student. A trauma-informed approach encourages educators to recognize resilience in their students and continue to build on that resilience in the classroom. Rather than ask &quot;What is wrong with you?&quot; educators can ask &quot;What has happened to you--and how can I help? In trauma-informed teaching, safety is the foundation for student success. Educators can use the everyday practices in this report to create safe and predictable learning environments. It is important to note, however, that multiple approaches will be needed due to the variety of traumatic experiences that student's face.
Exploring Equity Issues: Recruiting and Retaining Millennial Teachers of Color in Our Classrooms--Challenges and Efforts to Foster Improvement
Author: Stevenson, Zollie, Jr.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Barriers,Teacher Education Programs,Teaching Conditions,Participative Decision Making,Professional Autonomy,Faculty Development,Student Diversity,Teacher Selection,Labor Turnover,State Legislation,Racism,Principals,Leadership Responsibility,Administrator Education,Educational Equity (Finance),Resource Allocation

In 2012 there were approximately 80 million millennials and about 70 million baby boomers (Schawbel, 2012). Schawbel estimates that by 2025 three of four workers will be of the millennial generation. By 2041, which is during the lifetime of most millennials, America's population is projected to become majority Brown and Black (Kundu, 2014). Already in 2019, teachers of color are underrepresented in K-12 classrooms and are leaving those classrooms to pursue more lucrative and less stressful work experiences. Why is it important to have millennial teachers of color in K-12 classrooms? Egalite, Kisida, and Winters (2015) found that when students and teachers are of the same race, student achievement, as measured by test scores, improves, particularly at the elementary level. It is critical that classrooms have effective teachers that reflect the spectrum of diversity that exists in the world. Several factors have an impact on the recruitment and retention of millennial teachers of color: hiring and placement practices; school working conditions, and state legislative actions. This report shares several things can be done to increase the retention of millennial teachers of color in schools.
Exploring Equity Issues: Teaching Kids about Identity and Bias
Author: Gordon-Lipkin, Seth A.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Self Concept,Bullying,Teaching Methods,Incidence,Student Characteristics,Positive Attitudes,Social Bias,Racism,Prevention,Educational Strategies,Cultural Differences,Political Attitudes,Childrens Literature,Metacognition,Student Diversity

Due to the challenging and charged political climate of 2017, educators may feel that engaging students in conversations about race, culture, and other differences can only enflame tensions, rather than calm them. This is especially true in environments with young children, as we are inclined to think that approaching these topics will cause, rather than solve, problems for the educators themselves. However, it is important that schools be proactive in teaching young children to appreciate differences and diversity. Beginning at an early age, children can distinguish the physical features that define our societal construction of race, such as skin color, hair textures, and facial features. This report discusses ways to nurture positive attitudes toward these differences to ensure that children will develop an appreciation of these differences, rather than a fear of them.
National Reference Test Results Digest, 2021
Author: Burge, Bethan
Date: 2021-12-00
Type: Reports - Research
Subjects: National Competency Tests,Test Results,English,Mathematics Tests,Language Tests,Mathematics Achievement,Academic Achievement,Secondary School Students,COVID-19,Pandemics,Testing,Trend Analysis,Barriers,Test Validity,Outcomes of Education,Foreign Countries,Student Characteristics,Student Participation,Attendance,Testing Accommodations,Scores,Item Response Theory,Instructional Program Divisions

Since its introduction in 2017, NFER has been contracted by Ofqual to develop, deliver and analyse the results of the National Reference Test (NRT) in English and maths. The NRT is administered annually and shows if student performance in English and maths at GCSE level has changed from year to year. The NRT results are based on analysis of data from a nationally representative sample of secondary schools. The COVID-19 pandemic impacted on the delivery of the 2021 NRT, with the testing window postponed until the summer term. In a normal year, the NRT would be administered in late February/early March. The 2021 NRT took place later and was administered in April/May. There was a smaller sample than in previous years. It should be noted that a slightly higher number of schools were drawn in 2021 to account for the possibility that fewer schools would be able to participate due to the impact of the COVID-19 pandemic. However, the postponement of the test and ongoing impact of the pandemic resulted in many schools being unable to participate in the assessment. Given the lower participation rate for the NRT in 2021, there was more potential for bias in the sample to have an impact on the validity of the outcomes. Therefore additional checks were made on the representation of the sample. The analysis found that, although the precision of the outcomes was reduced by the smaller sample size, the outcomes can still be considered valid. The reduced precision was accounted for by wider confidence intervals around the estimates. The Results Digest provides summarised information of the key performance outcomes for 2021 and comparison with the performance in 2020 at each of the three grade boundaries. Furthermore, it includes more details on the performance of students taking part and the representativeness of the school sample. [For the 2020 report, see ED608768.]
National Reference Test 2021: Performance across Content Areas--Research into the Possible Effects of COVID-19 Disruption across Different Areas of the Curriculum
Author: Burge, Bethan
Date: 2022-11-00
Type: Numerical/Quantitative Data
Subjects: English Instruction,Mathematics Achievement,Academic Achievement,Achievement Gains,COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,National Competency Tests,Scores,Context Effect,Influences

The main National Reference Test (NRT) outcomes, reported in the 2021 National Reference Test Results Digest (ED627839), show overall performance on the NRT in English and mathematics over time indicating how the subjects may have been impacted as a whole. This study provides additional analysis of the NRT 2020 and 2021 data to explore whether different areas of the curriculum have been differentially impacted by the disruption to teaching as a result of the COVID-19 pandemic. This may highlight areas that were more difficult to learn at a distance, were given a lower priority than others, or required more explicit teaching of concepts and/or skills. Key findings include: (1) There was no evidence of any clear differences across the English curriculum areas, suggesting that performance on the NRT in 2021 was comparable to that of 2020 across all areas of the English curriculum assessed in the NRT; (2) Performance fell by a similar amount for all areas of the curriculum in mathematics between 2020 and 2021, suggesting that the disruption to teaching and learning caused by the pandemic did not have differential impact across the curriculum; and (3) The absence of a clear pattern in changes in performance at the curriculum level for English and mathematics is perhaps unsurprising given that the extent of COVID-19 pandemic-related disruption was variable at the school, class and even student level. [For the related appendices, see ED627841. For the first report, see ED627842.]
National Reference Test 2021: Performance across Content Areas--Research into the Possible Effects of COVID-19 Disruption across Different Areas of the Curriculum. Appendices
Author: National Foundation for Educational Research (NFER) (United Kingdom)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: English Instruction,Mathematics Achievement,Academic Achievement,Achievement Gains,COVID-19,Pandemics,National Competency Tests,Scores,Context Effect,Influences,Profiles,Data,Evaluation,Objectives,School Closing,Distance Education,Electronic Learning

The National Reference Test (NRT) is uniquely placed, as a Key Stage 4 assessment which directly measures performance over time, to contribute to the evidence on the impact disruption due to the COVID-19 pandemic. The study in the main report provides additional analysis of the NRT 2020 and 2021 data to explore whether different areas of the curriculum have been differentially impacted by the disruption to teaching as a result of the COVID-19 pandemic. The following appendices accompany the main report: (1) Profile plots for all assessment objectives and subject areas; (2) Proportions, p-values and mean scores; and (3) Gender and proportion of booklet score. [For the main report, see ED627840.]