ethanporcaro/eric-fulltext-meta huggingface dataset:
Is Early Start a Better Start? Evaluating California State University&apos;s Early Start Remediation Policy
Author: Kurlaender, Michal
Date: 2019-12-00
Type: Reports - Research
Subjects: State Universities,Remedial Programs,Summer Programs,Program Effectiveness,Outcomes of Education,Academic Achievement,Program Evaluation,College Readiness

Remediation has long been a costly way to address the misalignment between K-12 and higher education. In 2011, the California State University (CSU), the nation's largest public four-year university system, enacted &quot;Early Start,&quot; requiring students needing remediation to enroll in such courses in the summer before their freshman year. We estimate the impact of Early Start summer remediation relative to both traditional fall remediation and relative to no remediation at all. Our results suggest Early Start summer remediation has not improved student performance or persistence relative to either alternative. As many states move away from remedial courses altogether, there is continued need for both innovation and for evidence in policy and practice to improve college readiness and success. [This paper was published in &quot;Journal of Policy Analysis and Management&quot; v39 n2 p348-375 Spr 2020 (EJ1249962).]
Assessment of Noise Levels of Elementary Schools in France and Turkey
Author: Bulunuz, Mizrap
Date: 2019-00-00
Type: Journal Articles
Subjects: Acoustics,Elementary Schools,Foreign Countries,Classroom Environment,Recess Breaks,Physical Environment,Student Behavior,Teacher Response,Interior Space,School Space,Structural Elements (Construction),Cultural Differences,Student Welfare,School Culture

In this study, noise levels of elementary schools in France and Turkey are evaluated according to data based on observation. As a qualitative research design, comparative case study design was applied. The scope of the study includes an elementary school from Turkey, in which the study named &quot;Noise Pollution at School: Causes, Effects and Controlling It&quot; was conducted, and an elementary school from France, in which the study named &quot;Silence in the Hallways (Chut… dans les couloirs)&quot; was conducted. Observation was used as a qualitative data collection tool. It is observed that the noise levels in class during class time is at medium level and during recess at high level in the elementary school in Turkey, whereas the noise levels both in class and hallways during class time and recess are at medium or low levels in the elementary school in France. [This study was presented as an oral presentation in the International Social Sciences Congress (Granada, Spain, September 18-24, 2017).]
Music Education Context and Socio-Cultural Factors as Determinants of Students&apos; Participation in High School Music Programs: Basis for a Music Program Framework
Author: Namaiko, Chipo
Date: 2015-10-00
Type: Dissertations/Theses - Masters Theses
Subjects: Music Education,High School Students,Student Participation,Cultural Influences,Social Influences,Foreign Countries,Educational Quality,Educational Technology,Technology Uses in Education,Church Role,Religious Factors,Peer Influence,Family Role,Context Effect,Age Differences,Gender Differences,Family Income,Predictor Variables

The aim of this study was to investigate the determinants of students' participation in high school music programs as a basis for proposing a music program framework. This study was done in order to confirm the observed general low participation in music programs and suggest a solution thereof. A total of n = 289 participants, 128 males and 161 females, aged 15 to 19 years, sampled through stratified random sampling, drawn from three purposively selected public Zambian high schools were used in this study. Predictive-correlational research design was used for aligning the study. The study was influenced by the socio-cognitive theory. The results indicate: &quot;low&quot; use of music technology, &quot;high&quot; quality of music programs, &quot;open&quot; music culture, &quot;restrictive&quot; church influence, &quot;strong&quot; peer influence in music, &quot;strong&quot; family support, &quot;strong&quot; perceived benefits of music and a &quot;low&quot; participation in music programs. Music technology, church influence, peer influence, family support and perceived benefits of music are significantly positively related to participation (p &lt; 0.001), while quality of music program and music culture are not. There was a significant difference in participation when age and gender are considered (p &lt; 0.001). Peer influence, music technology, family income and age predicted participation in music programs (p &lt; 0.001). The implications of the findings suggest that advocacy towards increased use of music technology would greatly improve students' participation. A music program framework is suggested which encompasses activities and strategies for indoor and outdoor music activities aimed at enhancing participation.
Employing Infographics Based on Tablet Applications to Improve Professional Competence in the Light of the Digital Transformation of Education Technology Specialists
Author: Shahin, Amir
Date: 2020-04-00
Type: Journal Articles
Subjects: Visual Aids,Computer Graphics,Handheld Devices,Computer Software,Educational Technology,Specialists,Professional Development,Telecommunications,21st Century Skills,Arabs,Foreign Countries,Teacher Competencies,Instructional Effectiveness

The current research aims at employing infographics based on tablet applications to improve professional competence in the light of the digital transformation of educational technology specialists. Tools of the research were a test of the cognitive aspects of the professional competence and a note card of the performance. The study sample included 20 teachers working for governmental schools. The study concluded that there is a statistical significance for both the cognitive aspect test and the performance note card for education technology aspects. The study also recommended employing infographics based on tablet applications while training teachers before and during taking their jobs for its effective impact.
Effect of Formative Assessment-Based Instruction on High School Students&apos; Conceptual Understanding of Balance and Torque
Author: Bulunuz, Nermin
Date: 2017-05-08
Type: Journal Articles
Subjects: Formative Evaluation,Grade 11,High School Students,Physics,Secondary School Science,Knowledge Level,Scientific Concepts,Concept Formation,Foreign Countries,Animation,Science Experiments

The intent of this research is to evaluate the use of a formative assessment probe about balance and torque. The lesson was conducted with 52, 11th grade students studying in two physics classes at a state high school. A formative assessment probe was used at both the beginning and end of the study. After the students' prior knowledge about equilibrium and torque was determined, the demonstration experiment on this topic was applied to include the processes of Predict-Explain-Observe-Explain. At the beginning of the instruction most students believed that the weights of the objects on both sides were equal, though they in fact cannot be equal in the physical situation shown. After instruction, students showed significant increase on their conceptual understanding of the topic. Applications of this research include using formative assessment probes followed by experimentation in high school science classes as well as using such methods in teacher preparation programs.
Continued Learning during COVID-19. Policy Update. Vol. 27, No. 3
Author: Hedger, Joseph
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Disease Control,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,Students with Disabilities,State Departments of Education,Educational Resources,Access to Education,Equal Education,Special Education,Student Needs,Advisory Committees,COVID-19,Pandemics

Since states closed school buildings to protect students from COVID-19, schools have had to adapt quickly to keep students learning. Nearly all states put out guidance or resources to help districts and schools institute continuous learning and surmount the challenges faced by students in homes with limited or no internet access and those with disabilities. In states like Alabama, Illinois, Iowa, Kansas, Michigan, and West Virginia, much of this work took place with the help of a task force or advisory group quickly assembled and comprising educators and administrators from across the state. Resulting district plans for continuous learning encompass use of online platforms to conduct classes, streaming and TV-based content, teaching assistance online or by phone, assigning and mailing resources and lesson plans, and even in-person interactions for students with disabilities in homes or classrooms.
Are Nursing Students&apos; Early Course and Perceived Performance Related to Their Final and Actual Course Performance?
Author: Oducado, Ryan Michael F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Nursing Students,Performance Factors,Academic Achievement,Correlation,Tests,Scores,Nursing Education,Foreign Countries,Self Evaluation (Individuals),Undergraduate Students,Formative Evaluation,Test Format

Background: Assessing the academic performance of students is imperative for nursing educators. While it is commonly accepted that performance in quizzes is linked with final examination performance, little published empirical data is available among nursing student samples. Purpose: The purpose of this study was to determine the relationship between performance in regular short lecture quizzes and long quiz on the final examination performance of nursing students in a nursing course. Likewise, this study ascertained whether there is a significant relationship between perceived performance and actual performance in the final examination of the course. Methods: A descriptive-correlational study design was used. All 138 second-year nursing students enrolled in the Community Health Nursing course were included in this study. Grades in short quizzes, long test, and final examination were analyzed, and a one item global scale was utilized to determine students' perceived performance in the final examination. Pearson's r was employed to determine the relationship between variables. Results: Results revealed that performance in regular short lecture quizzes (p=0.000) and long quiz (p=0.000) were significantly correlated with final examination performance. Moreover, there was a significant relationship between perceived performance and actual performance in the final examination (p=0.000). Conclusion: This study suggests that early performance in the lecture course can significantly influence students' performance in the final assessment of the course. Nurse educators are encouraged to be proactive in identifying students who are at risk of performing poorly early in the course so that prompt remediation and guidance may be provided to students who are not performing well.
A Guide to SSIP Evaluation Planning
Author: Kimkoff, Tamara
Date: 2020-02-00
Type: Guides - Non-Classroom
Subjects: Program Evaluation,Educational Improvement,State Standards,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,State Programs,Statewide Planning,Worksheets,Evaluation Methods,Data Collection

This guide describes key steps for developing a well-thought-out plan for evaluating a State Systemic Improvement Plan (SSIP). The guide provides considerations for how to incorporate each step into an evaluation plan, as well as a series of worksheets that correspond to each step and can be used to facilitate the planning process. The guide, along with its corresponding worksheets, is intended for technical assistance (TA) providers to use in partnership with state staff.
The Brief Intervention for School Clinicians (BRISC): A Mixed-Methods Evaluation of Feasibility, Acceptability, and Contextual Appropriateness
Author: Lyon, Aaron R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mental Health,Health Needs,Student Needs,School Health Services,Intervention,Learner Engagement,High School Students,School Counseling,School Counselors,Student Attitudes,Program Development,Program Evaluation,Program Effectiveness,Coping,Mental Disorders,Barriers,Symptoms (Individual Disorders),Student Satisfaction,Context Effect

To maximize impact across the broad spectrum of mental health needs exhibited by youth in school settings, interventions must be designed to be effective and efficient and demonstrate good fit with the educational context. The current paper reports on the second phase of an iterative development process for a short-term ''Tier 2'' intervention for use by school-based mental health providers--the Brief Intervention for School Clinicians (BRISC)--using mixed qualitative and quantitative analyses to evaluate feasibility, acceptability, and appropriateness while emphasizing student experiences. This phase was intended to yield information to drive further protocol refinement and testing across subsequent phases. We describe the rationale for, development of, and formative testing of the BRISC intervention. Results suggest that BRISC may be feasible to deliver, acceptable to students, and appropriate to the school context. In particular, the BRISC process appears to be effective in enhancing student engagement in the intervention and identifying and addressing individualized student needs. These findings and directions for further enhancing BRISC's potential for positive impact highlight how treatment development may benefit from initial, small-scale evaluations focused on both client and implementation outcomes.
Using a Theory of Action to Develop Performance Indicators to Measure Progress towards a SIMR
Author: Schiller, Ellen
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Educational Improvement,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Educational Indicators,Progress Monitoring,State Standards,Evaluation Methods,Program Implementation,Outcomes of Education

This white paper offers an approach for using a theory of action as an outline to develop the State Systemic Improvement Plan (SSIP) Phase II evaluation questions and plan that will guide the SSIP work in Phase III and beyond. Key areas of focus include generating evaluation questions at each level of outcomes, identifying essential steps and checkpoints when implementing identified improvement strategies, and creating evaluation questions for determining the degree to which each step in the process is achieved. The paper describes the relationship between SSIP Phases I and II and explains three types of performance indicators of progress linked to a hierarchy of outcomes, including short-term outcomes that measure participation, reaction, and learning outcomes; intermediate outcomes that measure action outcomes; and long-term outcomes that measure the desired results.
Transporting School Choice Students: A Primer on States&apos; Transportation Policies Related to Private, Charter, and Open Enrollment Students
Author: McShane, Michael Q.
Date: 2020-03-00
Type: Reports - Research
Subjects: School Choice,Bus Transportation,Student Transportation,Charter Schools,Barriers,Educational Policy,Elementary Secondary Education,State Policy,Public Schools,Private Schools,School Districts,Court Litigation

Transportation, or the lack thereof, can be a huge barrier to families exercising choice. Simply because a state authorizes the creation of charter schools or grants vouchers to families looking to send their children to private schools doesn't mean that those children will actually be able to attend those schools. They have to be able to get there safely, on time, and ideally after spending as little time on the bus as possible. Policies vary from state to state, district to district, and school sector to school sector. Whether or not students are provided with transportation can vary based on their proximity to their school, their age, the type of school they attend, the existing public transportation infrastructure in the city in which they live, and other factors. Policy plays a role as well. In some locations, laws provide guarantees for students that they will have free transportation to the school of their choice. In others, students are on their own. In this report, the authors combed the statutes and regulations in all 50 states to determine exactly how each handles the transportation of K-12 students to schools of choice, often via inter-district public school choice, charter school choice and private school choice. McShane and Shaw summarize statutes and identify some limitations and challenges that states face as school choice options continue to grow and families continue to need and expect transportation solutions.
A View from the Classroom: What Teachers Can Tell Philanthropy about the Needs of Schools
Author: Grantmakers for Education
Date: 2020-02-00
Type: Reports - Research
Subjects: Educational Finance,Student Needs,Educational Needs,Teacher Attitudes,Financial Support,Fund Raising,Poverty,Disadvantaged Schools,Instructional Materials,Expenditure per Student,Geographic Regions,Social Justice,Educational Equity (Finance),Social Development,Emotional Development,Instructional Program Divisions,Rural Urban Differences,Intellectual Disciplines

What can over a million teachers tell funders about the needs of schools? No one has greater insight into the needs of students and schools than teachers. Increasingly, teachers are using their voice in identifying what American classrooms lack via crowdfunding websites like DonorsChoose. These requests uncover interesting patterns among individual classrooms. Viewed in aggregate, they also sharpen the picture of system-level inequity in public schools. The story of the data provides an investment road map for funders seeking to support students directly, but also for funders seeking broader reform of U.S. education policy and systems. This report, based on 1.8 million teacher requests from the crowdfunding site DonorsChoose, reveals that teachers across the nation are turning to fundraising to meet their basic classroom needs. [Celine Coggins, Raegen Miller and Rebecca Smith contributed to this report.]
Clearing Policy Barriers to Student-Centered Learning: Recommendations for a More Relevant, Personalized, and Equitable Minnesota Education System
Author: Esdal, Lars
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Barriers,Student Centered Learning,Relevance (Education),Individualized Instruction,Equal Education,Educational Innovation,Change Strategies,Accountability,State Standards,Teacher Certification,Educational Finance,Funding Formulas,Credits,Public Education,State Policy,Performance Based Assessment,Teacher Role,Policy Formation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Time Factors (Learning)

Minnesota needs drastically different and better approaches to learning in order to meet the needs of all students, and the challenges of the 21st century. That will require a move to more student-centered learning--that is, learning that is built on a foundation of strong relationships, responsive to basic needs, driven by students, respectful of their identities, adaptive to their academic needs, relevant to their lives beyond school, and not confined within school days and walls. Redesigning learning changes core elements of school such as the roles of content, pace, space, time, and educators. &quot;State policy must adapt,&quot; so that it is open to new designs in these areas. This paper offers a comprehensive review of barriers in Minnesota state policy faced by innovators, and recommendations for removing those barriers. [Krista Kaput contributed to the writing of this publication.]
Recognizing Achievement in Classified School Employees Act (Public Law 116-13)
Author: US Congress
Date: 2019-04-12
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Preschool Education,School Personnel,Recognition (Achievement),Awards,Employees

The Recognizing Achievement in Classified School Employees Act was put in place to direct the Secretary of Education to establish the Recognizing Inspiring School Employees (RISE) Award Program recognizing excellence exhibited by classified school employees providing services to students in prekindergarten through high school. The Act includes the following sections: (1) Short Title; (2) Findings; (3) Definitions; and (4) Recognition Program Established.
Building Blocks of STEM Act (Public Law 116-102)
Author: US Congress
Date: 2019-12-24
Type: Legal/Legislative/Regulatory Materials
Subjects: STEM Education,Federal Legislation,Educational Research,Early Childhood Education,Elementary Education,Females,Computer Science Education,Gender Differences,Educational Legislation,Grants,Disproportionate Representation,Student Interests

The Building Blocks of Science, Technology, Engineering, and Mathematics (STEM) Act was put in place to direct the National Science Foundation to support STEM education research focused on early childhood. The Act includes the following sections: (1) Short Title; (2) Findings; (3) Supporting Early Childhood and Elementary STEM Education Research; (4) Supporting Female Students in Prekindergarten through Elementary School in STEM Education; and (5) Supporting Female Students in Prekindergarten through Elementary School in Computer Science Education.
Supporting Veterans in STEM Careers Act (Public Law 116-115)
Author: US Congress
Date: 2020-02-11
Type: Legal/Legislative/Regulatory Materials
Subjects: Veterans Education,STEM Education,Computer Science Education,Scientific Research,Federal Legislation,Educational Legislation,Barriers,Access to Education,Higher Education

The Supporting Veterans in Science, Technology, Engineering, and Mathematics (STEM) Careers Act was put in place to promote veteran involvement in STEM education, computer science, and scientific research, and for other purposes. The Act includes the following sections: (1) Short Title; (2) Definitions; (3) Supporting Veterans in STEM Education and Computer Science; and (4) Comptroller General of the United States Study and Report on Barriers Faced by Student Veterans Pursuing Degrees in Science, Technology, Engineering, or Math.
Head Start&apos;s Contagion of Fraud and Abuse. Backgrounder. No. 3467
Author: Butcher, Jonathan
Date: 2020-02-28
Type: Reports - Evaluative
Subjects: Early Intervention,Preschool Education,Low Income Groups,Program Effectiveness,Federal Aid,Grants,Child Care,Educational Quality,Well Being,Social Development,Emotional Development,Cognitive Development,Child Care Centers,School Readiness,Child Abuse,Child Safety,Deception,Crime,Government Role

Research has demonstrated that federal Head Start centers, which provide preschool care to children from low-income families, have little or no long-term academic value for children. This &quot;Backgrounder&quot; adds to the evidence that Head Start has failed to achieve its objectives and should be sunset, not expanded, by demonstrating a pervasive culture of noncompliance with health and safety codes, resulting in child abuse and other health risks, throughout the program. Federal research has also uncovered widespread fiscal mismanagement.