ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality Testing Standards and Criteria for Comparability Claims. Version 6.17.2020
Author: New Meridian
Date: 2020-06-17
Type: Guides - General
Subjects: Testing,Standards,Comparative Analysis,Guidelines,Test Construction,Test Content,Scoring,Test Items,Psychometrics,Standard Setting (Scoring),Testing Accommodations,Test Bias,Evaluation Criteria,Evidence

New Meridian Corporation has developed the &quot;Quality Testing Standards and Criteria for Comparability Claims&quot; (QTS). The goal of the QTS is to provide guidance to states that are interested in including content from the New Meridian item bank and intend to make comparability claims with &quot;other assessments&quot; that include New Meridian content. Note that &quot;other assessments&quot; could mean New Meridian test forms administered in another state, or it could mean the state's previous assessments that include New Meridian assessment content but administered or scored by a different testing vendor going forward. The criteria described in the QTS serves as the basis for the comparability review process. The QTS includes criteria for evaluating the feasibility of comparability claims in three &quot;areas&quot; of a testing program: (1) Design; (2) Administration; and (3) Scoring. Within each area, there are two main sections. The first section is the &quot;Guidelines for High Quality Tests,&quot; which describes the best practices or processes needed to support a high-quality testing program that yields valid and reliable outcomes. It serves as the foundation for the second main section, &quot;Evaluative Criteria for Comparability Claims.&quot; This section specifies the expectations for participating states that wish to make comparability claims based on New Meridian assessment content. It includes two subsections: (1) Supporting Evidence; and (2) Criteria for Comparability Evaluation. This document is part of a set of materials that together define a system for evaluating the types of comparability claims that can be made by participating states using New Meridian's content. [For the other materials in this set, see &quot;New Meridian Comparability Review Guidelines. Version 6.17.2020&quot; (ED606679); &quot;'Quality Testing Standards' -- A Starter Kit for States. Version 6.17.2020&quot; (ED606681); and &quot;Standard Processes. Version 6.17.2020&quot; (ED606682).]
&quot;Quality Testing Standards&quot; -- A Starter Kit for States. Version 6.17.2020
Author: New Meridian
Date: 2020-06-17
Type: Guides - General
Subjects: Testing,Standards,Comparative Analysis,Test Content,Scores,College Readiness,Career Readiness,Test Use,Instructional Program Divisions,Mathematics Tests,Language Tests,Test Items,Item Banks,Testing Accommodations,Languages,Timed Tests,Scoring,Standard Setting (Scoring),Test Construction,Test Bias,Psychometrics

New Meridian Corporation has developed the &quot;Quality Testing Standards and Criteria for Comparability Claims&quot; (QTS) to provide guidance to states that are interested in including New Meridian content and would like to either keep reporting scores on the New Meridian Scale or use the New Meridian performance levels; that is, the state wishes to make comparability claims related to the New Meridian Scale or performance levels. This document is intended for anyone supporting a state that is considering New Meridian content for its assessment program. It includes a questionnaire for collecting information about the state's goals and priorities and a checklist of potential evidence that the state can provide for the QTS comparability review process. The document is part of a set of materials that together define a system for evaluating the types of comparability claims that can be made by states using New Meridian content. [For the other materials in this set, see &quot;Quality Testing Standards and Criteria for Comparability Claims. Version 6.17.2020&quot; (ED606680); &quot;New Meridian Comparability Review Guidelines. Version 6.17.2020&quot; (ED606679); and &quot;Standard Processes. Version 6.17.2020&quot; (ED606682).]
Standard Processes. Version 6.17.2020
Author: New Meridian
Date: 2020-06-17
Type: Guides - General
Subjects: Testing,Standards,Comparative Analysis,Guidelines,Test Content,Scoring,Test Items,Test Construction

New Meridian Corporation has developed the &quot;Quality Testing Standards and Criteria for Comparability Claims&quot; (QTS). The goal of the QTS is to provide guidance to states that are interested in including content from the New Meridian item bank and intend to make comparability claims with &quot;other assessments&quot; that include New Meridian content. Note that &quot;other assessments&quot; could mean New Meridian test forms administered in another state, or it could mean the state's previous assessments that include New Meridian assessment content but administered or scored by a different testing vendor going forward. This document is part of a set of materials that together define a system for evaluating the types of comparability claims that can be made by participating states using New Meridian's content. The purpose of this document is to describe the standard processes for the New Meridian operational test forms. The document provides high-level overviews with links or references to additional documents or supporting materials published by New Meridian. Following the structure of the QTS, the information in this document is organized into three areas of a testing program that are relevant to comparability claims: (1) Design: &quot;What is on the test?&quot;; (2) Administration: &quot;How is the test is given?&quot;; and (3) Scoring: &quot;How is test performance determined?&quot; The intended users of this document include states that may be interested in including New Meridian content on their assessments and would like information about the standard processes for the New Meridian forms. The document is also intended to be a companion document to the &quot;New Meridian Comparability Review Guidelines&quot; (ED606679), which is used by independent expert reviewers to evaluate the evidence submitted by states intending to make comparability claims with their assessment that include New Meridian content. [For the other materials in this set, see &quot;Quality Testing Standards and Criteria for Comparability Claims. Version 6.17.2020&quot; (ED606680); &quot;New Meridian Comparability Review Guidelines. Version 6.17.2020&quot; (ED606679); and &quot;'Quality Testing Standards' -- A Starter Kit for States. Version 6.17.2020&quot; (ED606681).]
Evaluation of the Student-Centered Arts-Learning Environments (SCALE) Project: 2013 Report
Author: Hammer, Patricia C.
Date: 2013-05-00
Type: Reports - Research
Subjects: Art Education,Interdisciplinary Approach,Integrated Curriculum,Faculty Development,Elementary School Teachers,Music Education,Partnerships in Education,Teacher Collaboration,Instructional Development,Lesson Plans,Student Centered Learning,Program Implementation,Program Evaluation,Fidelity,Outcomes of Education,Learner Engagement,Scores

The Student-Centered Arts-Learning Environments project (SCALE Project) focused on professional development for teachers that enabled them to integrate arts into other curricular areas through a model of cross-discipline collaboration. Teachers prepared to lead elementary school students through the planning and implementation of an arts-based cross-curricular project, and to attend a theme-related concert performed by the West Virginia Symphony Orchestra (WVSO). In 2012, staff from the WVSO and West Virginia Department of Education (WVDE) Office of Instruction recruited sixteen schools in high poverty areas to participate in the SCALE Project during the following fall. Each school sent a team (including a regular education teacher, arts teacher, and a school administrator) to two face-to-face training sessions and a webinar. During the subsequent weeks, teams implemented their projects and prepared their students to participate in a performance of Maestro Grant Cooper's &quot;Boyz in the Wood,&quot; a contemporary children's concert based on the story of Little Red Riding Hood. The overall goals of the SCALE Project included increases in (a) peer collaboration among teachers for interdisciplinary instructional planning and implementation of arts integration; (b) teacher knowledge of arts integration and lesson design; and (c) student engagement in learning and in music and arts. [For the executive summary, see ED606684.]
Evaluation of the Student-Centered Arts-Learning Environments (SCALE) Project: 2013 Report. Executive Summary
Author: Hammer, Patricia Cahape
Date: 2013-06-00
Type: Reports - Research
Subjects: Art Education,Music Education,Interdisciplinary Approach,Integrated Curriculum,Faculty Development,Elementary School Teachers,Partnerships in Education,Teacher Collaboration,Instructional Development,Lesson Plans,Student Centered Learning,Program Implementation,Program Evaluation,Fidelity,Learner Engagement,Outcomes of Education,Scores

This is the executive summary for the report, &quot;Evaluation of the Student-Centered Arts-Learning Environments (SCALE) Project: 2013 Report.&quot; The Student-Centered Arts-Learning Environments project (SCALE Project) focused on professional development for teachers that enabled them to integrate arts into other curricular areas through a model of cross-discipline collaboration. Teachers prepared to lead elementary school students through the planning and implementation of an arts-based cross-curricular project, and to attend a theme-related concert performed by the West Virginia Symphony Orchestra (WVSO). The overall goals of the SCALE Project included increases in (a) peer collaboration among teachers for interdisciplinary instructional planning and implementation of arts integration; (b) teacher knowledge of arts integration and lesson design; and (c) student engagement in learning and in music and arts. [For the full report, see ED606683.]
Combined Cognitive-Motivational Modules Delivered via an LMS Increase Undergraduate Biology Grades
Author: Cromley, Jennifer G.
Date: 2020-07-27
Type: Reports - Research
Subjects: Undergraduate Students,STEM Education,Academic Achievement,Study Habits,Student Motivation,Intervention,Schemata (Cognition),Introductory Courses,Grades (Scholastic),Comparative Analysis,Effect Size,Course Content,Teaching Methods,Biology,Self Efficacy,Relevance (Education),Majors (Students),Video Technology,Prior Learning,Web Based Instruction,Instructional Effectiveness

Students' success in undergraduate STEM courses requires effective studying behavior, but also the motivation to enact it. Promoting students' achievement in STEM has commonly focused on either study strategies (cognitive) or motivational interventions; we hypothesized that combinations of these would be more effective. Using a Learning Management System for delivery, we iteratively developed and tested the effect of different combinations of one of four cognition-focused with one of three motivation-focused intervention modules. Participants were 3,092 undergraduate introductory biology students tested in 10 studies at 3 universities over 4 years. They were randomly assigned to either a no-treatment control condition or one of 17 conditions involving either single or combined intervention modules delivered over an entire semester. Course grades were provided by the instructor. We used meta-analytic techniques to capture the effect of students' access to the interventions on grades, and to test whether differences across experiments changed the effect size for the interventions. Averaging across the studies, the intervention had an effect of g = 0.30. All 10 moderators were significant: cognitive+motivational versus either one alone, timely access to the intervention, iterative development phase, type of cognitive or type of motivation module, the specific cognitive-motivation combination, university, academic year, semester, first versus second semester of biology, and course content. We conclude that combined interventions delivered via an LMS can meaningfully improve undergraduate students' course grades (corresponding to 6.6 percentage points on final course grade), with minimal extra work for instructors. However, these effects depended on a variety of contextual factors. [This paper will be published in &quot;Technology, Mind, and Behavior.&quot;]
Including Relationship-Based Care Practices in Infant-Toddler Care: Implications for Practice and Policy. A Research-to-Practice Brief. OPRE Report 2016-46
Author: Sosinsky, Laura
Date: 2016-05-00
Type: Reports - Research
Subjects: Infants,Toddlers,Best Practices,Child Care,Child Care Centers,Early Childhood Education,Child Development,Educational Quality,Interpersonal Relationship,Caregivers,Caregiver Child Relationship,Early Intervention,Standards,Scheduling,Grouping (Instructional Purposes),Parent Participation,Planning,State Policy,Public Policy,Labor Turnover,Grants,Eligibility,Training,Professional Development

Approximately half of all children under the age of three in the United States have a regular child care arrangement (nearly 44 percent of infants from birth to 12 months, 52 percent from 12 to 24 months, and 56 percent from 24 to 36 months; NSECE Project Team, 2015). The percentages of infants and toddlers in center-based care increases with age, with nearly nine percent of infants from birth to 12 months, thirteen percent of infants from 12 to 24 months, and twenty percent of toddlers 24 to 36 months of age in center-based care (NSECE Project Team, 2015). Research suggests high-quality care and learning programs that begin early in life have the potential to improve developmental outcomes as well as close gaps in educational achievement for young children (Mayoral, 2013; NICHD, 2005; Yazejian, Bryant, Freel, Burchinal, &amp; the Educare Learning Network Investigative Team, 2015). However, observed quality in infant and toddler settings is low in general (Phillips &amp; Lowenstein, 2011; Vogel et al., 2011) and often lower than in preschool settings (NICHD, 2005). This brief focuses on implementation and standards in center-based settings because family child care homes are already structured to support relationship-based care practices from infancy through age three due to small numbers of children and caregivers. However, considerations for implementation of relationship-based care practices in centers may also be relevant to group child care homes serving infants and toddlers. [This brief was developed as a collaboration between members of the Network of Infant/ Toddler Researchers (NITR) and the Quality Initiatives Research and Evaluation Consortium (INQUIRE).]
The West Virginia Special Education Technology Integration Specialist Program: Comparing Reported Expected and Actual Use by Teachers
Author: Shobo, Yetty
Date: 2012-02-00
Type: Reports - Research
Subjects: Technology Integration,Educational Technology,Technology Uses in Education,Professional Development,Technological Literacy,Special Education Teachers,Regular and Special Education Relationship,Teacher Attitudes,Creativity,Specialists,Cooperative Planning,Social Responsibility,Public Schools

The Technology Integration Specialist (TIS) program is intended to provide and coordinate professional development activities for all teachers and administrators on a school level basis so that they may become proficient in the use of 21st Century Technology Tools--a key component of Teach 21. The TIS is an individual who assists schools by modeling, coaching, and mentoring teachers in using statewide technology resources to meet West Virginia's Content Standards and Objectives. The TIS also assists in the implementation of county and school technology plans and in the implementation of other county and school software applications. The West Virginia Department of Education (WVDE) piloted the TIS program through Part D of Title II technology funds provided by the United States Department of Education (USDE). The program has now been expanded to include library media specialists (LMS), special educators, Title I teachers, career technical education (CTE) teachers, and county and school-based TISs who are supported through local county funds. Special educators were brought into the TIS program in April 2006. This study will evaluate how teachers who cotaught with, or with whom a special educator technology integration specialist (SE TIS) had some degree of influence, used technology before and after having a SE TIS in their school, their expectations of the SE TIS, and their overall expectations and perception of the SE TIS program. The program is currently in its sixth round; each round of the program runs from early summer of one year to late spring of the next year although participants have until late summer of that next year to complete program requirements. At most, 25 participants are selected for each round. This study was conducted during the 2010-2011 school year. It is the first examination of teacher perceptions about the program in its 6-year history. Based on the results of this study, recommendations are provided to improve the implementation, results, and evaluation of the SE TIS program.
Factors Influencing on Extra Budgetary Income of Leading Russian Universities: Econometric Analysis
Author: Sandler, D. G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,College Administration,Educational Finance,Budgets,Institutional Autonomy,Strategic Planning,Entrepreneurship,Income,Financial Support

This study is aimed to study the mechanisms that contribute to increasing the economic independence of universities, which in conditions of high dependence on-budget funding is exceptionally relevant in Russia. Even though the share of extra-budgetary revenues is growing at most Russian universities, this growth is heterogeneous and partly due to the &quot;low base effect&quot;. To determine the factors of economic independence of universities, we used data on the 49 largest universities in Russia over four years, taken from monitoring the effectiveness of higher educational institutions. The primary research method is regression analysis using panel data models. The analysis reveals that the share of extra-budgetary funds of the university is positively influenced by factors such as the number and quality of publications, the number of journals published by the university, and the ratio of employees to the regional average. These dependencies are important in the long-term comprehensive planning of university activities.
Developmental Foundations of School Readiness for Infants and Toddlers: A Research to Practice Report. OPRE Report 2016-07
Author: Horm, Diane
Date: 2016-02-00
Type: Reports - Research
Subjects: Child Development,Infants,Toddlers,Young Children,Psychomotor Skills,Perceptual Development,Physical Development,Social Development,Emotional Development,Learning Strategies,Language Skills,Communication Skills,Cognitive Development,School Readiness,Early Intervention,Developmental Stages

This report summarizes research about development during the first 3 years of life. It highlights research in domains that are foundational for later school readiness and success, including: (1) perceptual, motor, and physical development; (2) social and emotional development; (3) approaches to learning; (4) language and communication; and (5) cognition. Programs can use this information as a guide to inform their practices and policies and to help them think about their theories of change and what outcomes they are focused on improving for young children.
Expanding Students&apos; Contextual Neighbourhoods of Measurement through Dynamic Measurement
Author: Basu, Debasmita
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Measurement,Mathematics Instruction,Grade 3,Elementary School Students,Teaching Methods,Pretests Posttests,Multiplication,Task Analysis,Situated Learning,Learning Processes,Computer Software,Visualization,Thinking Skills,Geometry,Scoring Rubrics

This study is part of a larger project exploring students' thinking of Dynamic Measurement (DYME), an approach to area measurement that engages students in dynamic digital experiences of measuring rectangular surfaces through sweeping lengths. The goal of this study was to evaluate the extent to which students could bridge the mathematical knowledge they gained from these dynamic experiences to other activities that are more static in nature. A classroom of 19 third grade students participated in an 8-period design experiment (DE) centered on DYME. Data to evaluate the bridging were obtained from pre- and post-assessments administered before and after students' participation in the DE. The results suggest that by working with the DYME tasks, students were able develop a conceptual connection between multiplicative reasoning and area measurement that were able to apply to solve static tasks. [For the complete proceedings, see ED606531.]
Impact of a Student-Adaptive Pedagogy PD Program on Students&apos; Multiplicative Reasoning
Author: Tzur, Ron
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Instruction,Thinking Skills,Faculty Development,Comparative Analysis,Multiplication,Grade 3,Elementary School Teachers,Elementary School Students,Word Problems (Mathematics),School District Size,Outcomes of Education,Educational Change

This study examines how a PD program to promote teachers' shift toward a student-adaptive pedagogy impacts students' multiplicative reasoning. We describe the underpinnings of this pedagogy and main components of the PD program. Then, we present key features of participants, data collection/analysis methods, and the written assessment used to measure students' multiplicative reasoning (MR). We found a significant increase in students' MR, between (a) year-ends for different classes and (b) year-start to year-end for the same groups of students. We also found students of participating (&quot;treatment&quot;) teachers outperformed those of non-participating (&quot;control&quot;) teachers. We discuss the importance of these findings for theory, for teacher education, and for students' mathematical future. [For the complete proceedings, see ED606531.]
Middle and Secondary Teachers&apos; Informal Inferential Reasoning
Author: Engledowl, Christopher
Date: 2018-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Middle School Teachers,Secondary School Teachers,Knowledge Base for Teaching,Inferences,Thinking Skills,Case Studies,Task Analysis,Pedagogical Content Knowledge,Mathematics Teachers,Schemata (Cognition),Teacher Attitudes,Teaching Methods

This study examined middle and secondary mathematics teachers' knowledge structures and informal inferential reasoning (IIR). Using task-based clinical interviews (Goldin, 1997) and cross-case analysis, nine teachers responded to four LOCUS assessment tasks (Jacobbe, 2016). Responses were used to construct knowledge structure maps for measures of center, spread, and shape (Groth &amp; Bergner, 2013). Teachers' IIR was analyzed for the appropriateness of responses (Means &amp; Voss, 1996) and key components of IIR were identified. Teachers with more connected knowledge structures and fewer undesirable knowledge elements exhibited more acceptable forms of IIR. Although teachers engaged in the inference and data components of IIR (Makar &amp; Rubin, 2009), they rarely referenced uncertainty. Implications for teacher education and future research are discussed. [For the complete proceedings, see ED606531.]