ethanporcaro/eric-fulltext-meta huggingface dataset:
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: Annual Evaluation Report 2017-2018. Publication 17.46
Author: Wang, Crystal
Date: 2018-10-00
Type: Reports - Research
Subjects: School Districts,Outcomes of Education,Program Evaluation,College Readiness,College Preparation,Program Implementation,Student Participation,Academic Achievement,Economically Disadvantaged,Intervention,Academic Advising,High School Students,Counseling Services,Guidance,Student Attitudes,Parent Participation,Workshops,Faculty Development,Parent Attitudes,College Attendance

This evaluation report presents a baseline description of outcomes for the 2017-2018 school year, the first year of GEAR UP Austin implementation in AISD. Specifically, the report describes program implementation, student participation in GEAR UP Austin, and baseline student academic and college preparation outcomes. [For the executive summary, see ED629451.]
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2017-2018 Evaluation Results Executive Summary. Publication 17.46
Author: Wang, Crystal
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: College Readiness,College Preparation,Student Participation,Student Attitudes,Outcomes of Education,Program Implementation,Program Evaluation,School Districts,High School Students,Economically Disadvantaged,Academic Advising,College Attendance,Parent Attitudes,Career Exploration

This executive summary provides highlights from the full evaluation report (published separately). The report presents a baseline description of outcomes for the 2017-2018 school year, the first year of GEAR UP Austin implementation in AISD. Specifically, the report describes program implementation, student participation in GEAR UP Austin, and baseline student academic and college preparation outcomes. [For the full report, see ED629450.]
The Impact of Facilitating Art Experiences for Students with Language-Based Learning Disabilities through the Use of Universal Design of Learning within a Makerspace
Author: Bauer, Lauren Elizabeth
Date: 2023-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Language Impairments,Learning Disabilities,Art Activities,Art Education,Access to Education,Shared Resources and Services,Active Learning,Student Projects,STEM Education,Curriculum,Student Needs,Best Practices,Elementary School Students,Middle School Students

The Impact of Facilitating Art Experiences for Students with Language-Based Learning Disabilities Through the Use of Universal Design for Learning Within a Makerspace will address the topics of utilizing Universal Design of Learning (UDL), and Project-Based Learning (PBL) to deliver an arts-based STEAM curriculum within a Makerspace, in order to reach the needs of all students, specifically those with Language-Based Learning Disabilities (LBLD). Using a qualitative research approach, the effects of one specific targeted arts program focusing on authentic and real-world learning opportunities for students with language-based learning disabilities with the use of Makerspace will be investigated. A selection of six students enrolled in a private independent school for students with language learning disabilities was studied over the course of a 6-week period. Students were given PBL and arts-based STEAM activities to complete using a Makerspace. Data was collected through observational field notes, student interviews and self-assessments, and artifacts. Information on best practices for utilizing UDL and PBL to meet the needs of students with language-based learning disabilities within an art program was revealed throughout the course of this research study.
The Impact of Teaching for Artistic Behavior in a Post-Pandemic Urban Art Classroom
Author: Brodsky, Dani
Date: 2023-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Well Being,Personal Autonomy,Art Education,Grade 7,Student Attitudes,Self Evaluation (Individuals),Teaching Methods,Urban Schools,Decision Making,Middle School Students,Pandemics,COVID-19,Trauma,Student Needs,Educational Experience,Coping,Resilience (Psychology),Learner Engagement,Social Emotional Learning,Behavior Problems,Critical Thinking,Workshops,Lesson Plans,Photography,Psychological Patterns,Achievement Gap,Authentic Learning,Teacher Researchers

The Impact of Teaching for Artistic Behavior in a Post-Pandemic Urban Art Classroom explores the effects of a choice-based art curriculum on students in an urban K-8 setting, with a focus on the post-pandemic context. The study examines the behavioral and academic outcomes of students in an underserved community and investigates how a TAB approach can address their needs. By promoting student autonomy, choice, and self-expression, the TAB model aims to support students' socio- emotional well-being in a trauma-affected environment. Using a mixed-methods approach, the research collects data through observations, interviews, self-assessments, artifacts, and thematic coding. Seventh-grade students, aged 12-14, participate in the TAB art class model throughout an academic year, allowing for insights into their post- pandemic experiences. The analysis focuses on recurring themes such as the development of independence skills, emotional regulation and community reconnection, and the transformation of students with behavioral issues in the post-pandemic context. The findings indicate that the TAB model fosters the development of independence, resilience, and coping skills among students, addressing the specific challenges they face in the aftermath of the pandemic. Through art-making experiences grounded in a growth mindset, students demonstrate increased engagement, enthusiasm, and a reduction in disruptive behaviors, providing valuable insights into their post-pandemic well-being. The study emphasizes the importance of providing students with autonomy, choice, and opportunities for self-expression to enhance their academic and socio-emotional development in the post-pandemic context.
Transgender Students&apos; School Perceptions and Experiences. Publication Number 17.32
Author: Fayles, Cason
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Experience,Educational Environment,Student Attitudes,LGBTQ People,Teacher Student Relationship,Peer Relationship,Sexual Identity,Educational Policy,Achievement Tests,Attendance,Student Surveys,College Attendance,Academic Aspiration,Self Concept,Academic Achievement,Inclusion,Middle School Students,High School Students,Faculty Development,Health Services,Mental Health,Sanitary Facilities,Bullying,Victims,Learner Engagement,Interpersonal Competence,Cultural Differences,English (Second Language),Student Characteristics,Social Bias,Elementary School Students

This full report provides an analysis of 2017-2018 AISD student data, showing significant gaps in school perceptions and experiences of transgender and gender-nonconforming students relative to their peers, illustrating the need for additional policies and procedures to support AISD transgender and gender-nonconforming students. A separate research brief also was published as a separate document. [For the research brief, see ED629455.]
Transgender Students&apos; School Perceptions and Experiences. Publication 17.32RB
Author: Fayles, Cason
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: School Districts,LGBTQ People,Student Attitudes,Educational Experience,Peer Groups,Comparative Analysis,Barriers,Learner Engagement,Academic Achievement,Educational Environment,Self Concept,Academic Ability,Teacher Student Relationship,Cultural Differences,Second Language Learning,College Attendance,Self Esteem,Achievement Tests,Student Surveys,Elementary School Students,Middle School Students,High School Students

This research brief provides an analysis of 2017-2018 AISD student data, showing significant gaps in school perceptions and experiences of transgender and gender-nonconforming students relative to their peers, illustrating the need for additional policies and procedures to support AISD transgender and gender-nonconforming students. A separate full report also was published as a separate document. [For the full report, see ED629454.]
Student Data Dig 2018: Bowie High School. Publication 17.29RB
Author: Lamb, Lindsay M.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: High School Students,Social Emotional Learning,High Schools,Student Attitudes,Student Experience,Gender Differences,Student Surveys,Educational Environment,Learner Engagement,Educational Improvement

This report summarizes AISD Bowie High School students' experiences with the first social and emotional learning (SEL) student data dig in 2018.
Student Engagement in a Brazilian Research University. Research &amp; Occasional Paper Series: CSHE.3.2023
Author: Carneiro, Ana Maria
Date: 2023-06-01
Type: Reports - Research
Subjects: Research Universities,Learner Engagement,Socioeconomic Status,Academic Achievement,Curriculum,Teacher Student Relationship,College Faculty,Social Life,Intellectual Disciplines,Dropouts,Foreign Countries,Undergraduate Students,Student Characteristics

Research universities enable students to have a unique learning environment and other experiences. This article aims to analyze student engagement in one research university in Brazil, the effects of student socioeconomic and academic characteristics and their associations with university structures (curriculum), and student trajectories. The data comes from the Student Experience in the Research University, an international survey administered in 2012 at the University of Campinas and longitudinal academic registers. The study used both Principal Component Analysis and also Multiple Linear Regression Models. Five modes of engagement were found: two related to curricular engagement (engagement with faculty and engagement outside the classroom), social and leisure engagement, curricular disengagement and co-curricular engagement. The main effects are associated with the disciplines. Regarding student trajectories, there was a negative association between academic engagement and dropout students and those still enrolled seven years after the survey application. The results align with other studies that associate disciplines with student engagement and student engagement with student success.
Teachers&apos; Experiences of Teaching during the COVID-19 Pandemic. Research Report
Author: Carroll, Matthew
Date: 2023-03-10
Type: Reports - Research
Subjects: COVID-19,Pandemics,Teaching Experience,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Public Schools,Private Schools,Teaching Methods,Achievement Gains,Well Being,Electronic Learning,Distance Education,Parent Role,Communities of Practice,Foreign Countries,Learner Engagement,Teaching Load,Educational Change

The COVID-19 pandemic caused unprecedented disruption to education around the world. There is much to learn from this period, to better understand what happened, to provide support to those affected, and to inform future responses to disruption. This research aimed to contribute to this field by recording teachers' experiences of teaching in the pandemic. The authors carried out a survey of teachers at schools that use Cambridge Centre for Evaluation and Monitoring (CEM) assessments, with the intention of sampling a wide range of experiences, from multiple countries, from primary and secondary schools, and from state and independent schools. In doing so, the authors hoped to engage with both the overall patterns and the variation in experiences. The survey asked questions about impacts on students, impacts on teachers, and teaching practices. Although findings were wide-ranging, several emerging themes were identified. These were: (1) learning loss was common but more complex than may be acknowledged; (2) wellbeing of both students and teachers is an important consideration; (3) lessons can be learned from experiences of remote teaching, both in terms of the challenges faced and the beneficial aspects experienced; (4) parents played a vital role in education during the pandemic, presenting potential opportunities for continued engagement; (5) experiences were variable within and between groups, and this should be explicitly considered when supporting affected students; (6) developing communities of practice and good quality training resources was beneficial and could continue to be so outside of the pandemic; and (7) despite the challenges faced, there are opportunities to change 'normal' practice as a result of what was learned during the period of disruption. This report is intended primarily as a description of the study background and methodology, and as a repository of results, whilst the emerging themes indicate where there is potential for further research or, indeed, action to support those affected.
Teaching Recovery? Three Years in, School System Leaders Report That the Pandemic Weakened Instruction
Author: Rainey, Lydia
Date: 2023-07-00
Type: Reports - Evaluative
Subjects: Pandemics,COVID-19,Instructional Effectiveness,Barriers,Social Influences,Political Influences,Scores,Faculty Development,Personnel Selection,Tutoring,Services,Teaching Skills,Needs,Teacher Shortage,Educational Quality,Emergency Programs,Crisis Management

This project is part of the American School District Panel (ASDP), a research partnership between the RAND Corporation and the Center on Reinventing Public Education at Arizona State University's Mary Lou Fulton Teachers College (CRPE). This report concludes research on five school systems to reveal the academic, social, and political challenges posed by the pandemic and what leaders and their staff are doing to address student learning loss. This report provides a possible explanation for why lackluster student test scores continue and why school systems struggle to implement and scale targeted student supports. Significant findings in this report include: (1) A crisis in the quality of classroom teaching is, leaders say, diverting time and resources away from targeted supports for students and toward improving classroom instruction; (2) Leaders report less day-to-day chaos, but unexpected challenges in staffing and teacher development have curtailed recovery efforts. As a result, their COVID recovery plans have been difficult, if not impossible, to carry out; (3) Plans for tutoring and other customized help have been undone by leaders' need to build (or rebuild) teachers' core skills; and (4) Millions of dollars and the best of intentions and efforts notwithstanding, leaders are struggling to overcome challenges to providing baseline services to students. [For the preceding report, see &quot;Navigating Political Tensions over Schooling: Findings from the Fall 2022 American School District Panel Survey&quot; (ED626297).]
Government-Funded Students and Courses, 2022. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Federal Aid,Federal Programs,Enrollment Trends,Geographic Distribution,Institutional Characteristics,Certification,Educational Attainment,Student Characteristics

This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system, defined as all Commonwealth and state or territory government-funded training delivered by technical and further education (TAFE) institutes, other government providers (such as universities), private providers and community education providers. [For the 2021 report, see ED629481.]
PreK-2 Suspension Ban: How Are Elementary Schools Adapting to the Policy Change? Discussions with Four Elementary School Principals. Publication 17.26
Author: Fayles, Cason
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: School Districts,Elementary Schools,Principals,Administrator Attitudes,Faculty Development,Trauma,Behavior Problems,Student Needs,Suspension,Cultural Relevance,Trust (Psychology),Discipline,Beliefs,Group Discussion,Board of Education Policy,Interpersonal Relationship,Self Concept,Prevention,School Personnel,Intervention

Principal interviews indicate that more practical professional development opportunities for teachers and more strategic support from licensed professionals would better help schools care for students with trauma-related behavioral needs.
Advanced Placement (AP) Test Results: A District and Campus Summary, May 2018. 17.45 RB
Author: Orr, Aline
Date: 2018-09-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Advanced Placement Programs,High School Students,Student Participation,Scores

This report summarizes the Austin Independent School District Advanced Placement (AP) test results in 2018. AP test results may be used by higher education institutions to place students in courses and extend course credit to students who obtain high scores on the examinations
Teachers&apos; Workload Policy: Its Impact on Philippine Public School Teachers (Public Policy Analysis and Review)
Author: Tarraya, Hilger Ojos
Date: 2023-06-24
Type: Information Analyses
Subjects: Teaching Load,Faculty Workload,Educational Policy,Public School Teachers,Working Hours,Foreign Countries,Meta Analysis,Efficiency,Policy Analysis,Teacher Attitudes,Research Reports,Teacher Effectiveness,Mentors,Economic Development,Faculty Development,Communities of Practice,Public Agencies,Educational Quality,Educational Administration,Management Systems,Data Analysis,Teacher Welfare,Equal Education

Teachers' workloads are common subjects of study. However, despite the pieces of literature and the endless calls for action, this remains among the prevailing issues in education. Hence, this paper aims to explore the policies further by gathering and analyzing the implications of workload policy and working hours of public school teachers, in the hope of producing a substantial view of the current impact of these policies on the field. Specifically, its (1) effectiveness; (2) efficiency; (3) economy; (4) equity; and (5) impact. The researcher's purpose is not to generalize teachers' views, competence, and performance but to review and analyze the prevailing issues and concerns evident in the existing literature and studies. The Systematic Review and Meta-Analysis (SR/MA) was used to analyze the implications of workload policy and working hours of public school teachers. The primary sources of data are the policies, literature, and studies on teachers' workloads, selected through purposive sampling. Thematic analysis using a deductive approach was used to qualitatively analyze the data. The findings revealed that heavy workloads influence teachers' overall effectiveness and efficiency. Moreover, these issues need to be addressed critically to augment the resources the government can provide to improve access and quality of education since education is vital in sustaining the Philippines' economy. Based on the findings of this analysis, the following strategies and actions are suggested: policymakers shall have a comprehensive review and analysis of the policy; reduce workloads; improve the data management system; improve the staffing system; hire additional non-teaching personnel; quality teachers' mentoring programs through professional learning communities (PLCs); programs of other government agencies implemented in schools must be facilitated by the concerned government office/agency, instead of fully delegating the implementation, monitoring, and reporting to teachers; and enhance teachers' welfare programs. [This is the online version of an article published in &quot;Puissant&quot; (ISSN 2719-0153).]
Results from the 2017 National Assessment of Educational Progress. Publication 17.17 RB
Author: Cornelius, Chelsea
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: School Districts,Grade 4,Grade 8,National Competency Tests,Mathematics Achievement,Reading Achievement,Public Schools,Urban Schools

This report highlights the results of Austin ISD 4th- and 8th-grade students on the 2017 National Assessment of Educational Progress, also known as the Nation's Report Card.
Dual Language Program Implementation at Austin Independent School District, 2017-2018. Publication 17.18
Author: Orr, Aline
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: School Districts,Bilingual Education,Program Implementation,Language of Instruction,Vocabulary Development,Classroom Environment,Visual Aids,Libraries,Transfer of Training,Educational Practices,Student Evaluation,Cooperative Learning,Writing (Composition),Preschool Education,Elementary Education

This report summarizes results from a sample of Dual Language (DL) Program classroom observations conducted in the 2017-2018 school year. Instructional specialists used an instrument to rate aspects of program implementation which included classroom environment and instructional methods.
2017-2018 Coordinated School Health: District Summary Report. Publication 17.24 RB 1
Author: Christian, Cinda
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: School Districts,School Health Services,Program Implementation,Physical Fitness,Elementary Schools,Middle Schools,High Schools,Nontraditional Education,Program Effectiveness,Child Health

The Coordinated School Health (CSH) report describes how the CSH program was implemented at AISD campuses during 2017-2018. The reports provide summary- and campus-level information about achieved CSH action goals and information about changes in physical fitness of students at the campus since the previous year.
2017-2018 ACE Afterschool Program Climate Highlights. Publication 17.30
Author: Andrews, Melissa
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: After School Programs,Educational Environment,School Safety,School Districts,Adults,Caring,Teacher Student Relationship

More students feel safe in their afterschool programs than feel safe during the school day, according to 2017-2018 climate surveys. In addition, in afterschool programs, many desirable climate factors increased from the 2016-2017 school year to the 2017-2018 school year, while they decreased in the school-day environment.
Thinking Heuristically about Student Growth in Austin Independent School District. Publication 17.33
Author: Hutchins, Shaun D.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: School Districts,Achievement Gains,Achievement Tests,High Schools,Academic Achievement,Scores,High Achievement,Low Achievement,Data Use,Heuristics,Decision Making,Student Evaluation,Value Added Models,Algebra,Mathematics Achievement,Reading Achievement,Aptitude Tests,College Entrance Examinations,High School Students

This report presents a question-driven exploration of growth and achievement data using SAS EVAAS reports. The purpose of this exploration was to bring additional data, information, and ways of thinking about student growth to ongoing district conversations about the measurement of campus-level student growth.
2018 ACE Austin Summer Program Report. Austin Independent School District. Publication 17.40
Author: dela Cruz, William
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: STEM Education,Summer Programs,School Districts,Elementary School Students,Age Differences,Gender Differences,Racial Differences,Ethnicity,Learner Engagement,Self Esteem,Academic Aspiration,Postsecondary Education,Occupational Aspiration,Careers,Student Attitudes,College Readiness,Career Readiness,Program Effectiveness,Educational Environment,Camps,Student Behavior,Psychological Patterns,Achievement Gains

This report compares the STEM-focused ACE summer program and the regular ACE summer program conducted at AISD during summer 2018. Students in both the regular and the STEM summer camp programs experienced positive STEM engagement; high academic self-confidence; a sense of being prepared for college, job or career in STEM; favorable school and behavioral environment; novel summer camp learning; and positive attitudes toward summer programming after attending the ACE Austin summer program.