ethanporcaro/eric-fulltext-meta huggingface dataset:
Next Generation Learning Models for English Language Learners: Promising Practices and Considerations for Teaching and Learning
Author: Truong, Natalie
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: English Language Learners,Second Language Instruction,Educational Practices,Individualized Instruction,Competency Based Education,Educational Innovation,Models,Elementary Secondary Education,Case Studies,International Schools,High School Students,Acceleration (Education),Cooperative Learning,Charter Schools,Bilingual Education,Performance Based Assessment,Early Intervention,Curriculum Design,Faculty Development

&quot;Next Generation Learning Models for English Language Learners&quot; seeks to highlight the promising practices and trends in new designs to advance learning for English language learner (ELL) students. This paper is designed for practitioners, including educators and education leaders, who want to advance next generation learning models to reach every student. The intent is to inform and empower the field with examples from schools and programs who are creating personalized, competency-based learning environments for ELL students. The aim of this paper is to explore early stages of innovation for new school models to better serve ELL students and provide recommendations and lessons learned to build knowledge in the field of K-12 education.
Meeting the Every Student Succeeds Act&apos;s Promise: State Policy to Support Personalized Learning
Author: Patrick, Susan
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,State Policy,Educational Policy,Individualized Instruction,Accountability,Academic Achievement,Success,Definitions,Equal Education,Student Centered Learning,Alignment (Education),Student Evaluation,Capacity Building,Competency Based Education,Teacher Education,Credentials,Faculty Development,Internet,Shared Resources and Services,Student Records,Information Security,Privacy,Electronic Learning,Blended Learning,Mastery Learning

The Every Student Succeeds Act (ESSA), enacted in December 2015, presents a historic opportunity for the United States to begin to transform K-12 education toward personalized, student-centered learning. Across the country, state leaders are shifting from a focus on compliance toward continuous improvement and systemic change, in order to support local efforts to redesign K-12 education around student-centered learning. Why? Personalized, competency-based education models are critical for raising achievement for all. The promise of personalized learning is empowering teaching and leadership for dramatically improving outcomes for students--by designing learning environments around how students learn best--to meet the needs of each student and ensure mastery of critical knowledge, skills and dispositions needed for success. This report contains recommendations for supporting and advancing personalized learning and competency education in state policy to realize the promise of the historic opportunities under ESSA. [Bruce Friend, Natalie Abel and Ashley Jones of iNACOL, Chris Sturgis of MetisNet, and Carri Schneider, Catherine Wedgewood and Kelley Tanner of Getting Smart contributed to this report.]
Internships, Integrative Learning and the Degree Qualifications Profile (DQP). Occasional Paper #30
Author: Grose, Alan W.
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Internship Programs,Academic Degrees,Qualifications,Integrated Curriculum,Partnerships in Education,Professionalism,Civics,Assignments,Educational Objectives

Internships are among the most beneficial out-of-classroom experiences designated as High-Impact Practices (HIPs). Yet, due to the diverse and unscripted nature of internship experiences, as well as the many different models for facilitating them, outcomes assessment practices are a long way from capturing the full power of internships as learning experiences. This paper draws upon the framework of the Degree Qualifications Profile (DQP) to sketch three different curricular pathways that learning from internships might follow. This allows for mapping specific learning outcomes expected in internships, as well as the identification of appropriate forms of evidence for documenting their achievement -- including evidence from intentionally designed assignments. Drawing on the DQP, and the VALUE Rubrics from the Association of American Colleges &amp; Universities, the paper explores Integrative Learning as a framework for evaluating learning associated with different internship learning pathways. It concludes with suggestions for collaboration on- and off- campus that can help facilitate meaningful learning though internship experiences. [Foreword by Pat Hutchings.]
What Impact Does Accountability Have on Curriculum, Standards and Engagement in Education? A Literature Review
Author: Brill, Frances
Date: 2018-00-00
Type: Information Analyses
Subjects: Accountability,Academic Standards,Learner Engagement,Teacher Participation,Elementary Education,Foreign Countries,Elementary School Curriculum,Elementary School Students,Elementary School Teachers

The authors define accountability broadly as a government's mechanism for holding educational institutions to account for the delivery of high quality education. The idea that the practice of accountability can contribute directly to improvements in education is a powerful one that underpins policy. Paradoxically, though, some hold that accountability systems can also produce negative impacts on education, making it more difficult for schools to deliver the sought after quality. They believe it is critical that research evidence should inform any rationales for policy change. The literature review aims to evaluate a small body of international research evidence on the impact of accountability on three key areas: (1) curriculum; (2) standards; and (3) engagement. Three appendices are included.
Show Me the Data 2016: State Report Cards Must Answer Questions and Inform Action
Author: Data Quality Campaign
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Public Schools,School Effectiveness,Achievement Rating,Information Dissemination,Access to Information,State Norms,Data,State Programs,Reports,Layout (Publications),Content Analysis,Teacher Effectiveness,Educational Quality,Enrollment,Student Development,Educational Finance,Accountability,Community Needs,Information Needs,State Government

States are required by federal law to create annual report cards for the public with key data about how their students and schools are doing. The Data Quality Campaign (DQC) decided to find out if these report cards are easily found and understood. In summer 2016, DQC took the following steps: (1) reviewed 51 report cards (all 50 states and the District of Columbia) to see what information states include on students throughout the state, how they display it, and whether they make it accessible and understandable to a broad public audience; (2) spent nearly 100 hours doing basic Internet searches and exploring state websites; and (3) looked for more than 60 data points to better understand what information states share and how. DQC found that states are not communicating effectively with the public, and finding and interpreting state report cards is confusing and frustrating. This report discusses the findings of DQC's inquiry.
Modeling for Directly Setting Theory-Based Performance Levels
Author: Torres Irribarra, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Statistical Analysis,Models,Performance,Standard Setting (Scoring),Cutting Scores,Psychometrics

This paper presents the Latent Class Level-PCM as a method for identifying and interpreting latent classes of respondents according to empirically estimated performance levels. The model, which combines elements from latent class models and reparameterized partial credit models for polytomous data, can simultaneously (a) identify empirical boundaries between performance levels and (b) estimate an empirical location of the centroid of each level. This provides more detailed information for establishing performance levels and interpreting student performance in the context of these levels. The paper demonstrates the use of the Latent Class L-PCM on an assessment of student reading proficiency for which there are strong ties between the hypothesized theoretical levels and the polytomously scored assessment data. Graphical methods for evaluating the estimated levels are illustrated.
Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD
Author: Llanes, Elizabeth
Date: 2018-07-30
Type: Journal Articles
Subjects: Incidence,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Anxiety,Parents,Preschool Teachers,Preschool Children,Elementary School Students,Elementary School Teachers,Child Behavior,Check Lists,Autism,Diagnostic Tests,Pervasive Developmental Disorders,Observation,Intelligence Tests,Young Children,Cognitive Development

This study examined the prevalence of ADHD symptoms and anxiety as reported by parents and teachers for 180 preschool children (ages 4-5) and school-aged children (ages 6-7) with ASD using the Child Behavior Checklist--Parent and Teacher Report Forms (Achenbach and Rescorla, Manual for ASEBA school-age forms &amp; profiles, Research Center for Children, Youth, and Families, University of Vermont, Burlington, VT, 2001). Parents reported elevated anxiety symptoms in 31% of preschool children and 50% of school-aged children, while teachers reported lower rates of 5 and 30%, respectively. Parents reported elevated ADHD symptoms in 22% of preschool children and 45% of school-aged children, while teachers reported elevations in 20 and 24%, respectively. There was low concordance between parents and teachers, with teachers reporting fewer problems overall. Specific behaviors endorsed by parents and teachers are also discussed. [This is the online version of an article published in &quot;Journal of Autism and Developmental Disorders.&quot;]
Refocusing Assessment
Author: National Foundation for Educational Research (NFER) (United Kingdom)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Formative Evaluation,Educational Change,Departments,Educational Strategies,Foreign Countries

The report is a resource which provides a framework for school leaders and department heads to plan a coherent whole school approach to assessment that will support the learning of each and every student. The resource is also about focusing on the needs of students, the ways in which assessment can best support good pedagogy and practice and supporting effective formative assessment approaches in key stage 3. It can however be used across all key stages. The resource provides: (1) A rationale for the need to refocus assessment; (2) An exploration of some common assessment and inspection myths; (3) Key strategies of effective formative assessment in action; (4) Five key questions to support discussion about a departmental approach to assessment and how these can contribute to the whole school policy; and (5) Thoughts from expert panels in English, mathematics, science, history, geography and modern foreign language to help support, challenge and structure discussions. [The report was developed with the Schools, Students and Teachers Network (SSAT) and the Association of School and College Leaders (ASCL).]
Teachers&apos; Choices on Environmental Principles of Learning Effective Mathematics in Secondary Schools
Author: Bora, Ashim
Date: 2018-11-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Secondary School Teachers,Secondary School Mathematics,Teacher Attitudes,Instructional Effectiveness,Educational Environment,Class Size,Laboratories,Equipment,Educational Technology,Technology Uses in Education

The understanding of mathematics education objectives depends on the design of the appropriate learning environment. Teachers play an active role in the model of learning environments. Information of which includes a learning domain ought to have with the end goal to qualify as a perfect must be uncovered by taking teachers' opinions. In this context, the purpose of the study is to illustrate the views of mathematics teachers of secondary schools on the characteristics of the effective mathematics learning environment. The participants of the study consisted of 45 secondary school mathematics teachers serving in 35 different secondary schools. Data were collected through a research instrument constructed by the researcher. It was observed that teachers often expressed their views on effective mathematics learning environments based on the shortcomings they noticed in existing learning environments. It is pointed out that the most important factor in the formation of ideal mathematics learning environments is the class size. In addition, the emphasis was on the mathematics laboratory, equipments and technologically equipped classes. Based on the opinion of the majority of teachers, it is recommended that mathematics classes should be equipped with tools and technology in each secondary school.
Secondary School Students&apos; Attitude towards Their Learning Geometry: A Survey of Diphu Town Secondary Schools
Author: Bora, Ashim
Date: 2018-07-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Mathematics Instruction,Geometry,Gender Differences,Private Schools,Public Schools,Foreign Countries

The study explores secondary school students' attitude towards learning geometry. In this present study the researcher adopts quantitative and descriptive survey method. All the students studying in class IX and X in secondary schools situated in Diphu town, Karbi Angling district of Assam constitutes the population of the study. Using stratified random sampling method, a sample of 400 students were drawn from 6 different schools. The research was done qualitatively by using a questionnaire that comprised of 20 Likert-type questions which were adopted from Fennema-Shermann Mathematics Scale (1977). The study investigates the difference in attitude of school students towards learning geometry by gender, and management of school. The study reveals that there exist significant differences in attitude towards learning geometry between male-female students, government-private school students.
Technology Solutions to Support Assessment. Occasional Paper #35
Author: Harrison, Jennifer M.
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Evaluation Methods,Student Evaluation,Integrated Learning Systems,Audience Response Systems,Electronic Publishing,Portfolio Assessment,Computer Assisted Testing,Higher Education

In this paper, we explore how assessment technologies can support college and university assessment processes at multiple levels. Our goal is to help you think through your institutional assessment culture and processes, so you can identify tools that support your institution's approach to assessment. Multiple software systems can offer institutions rich and nuanced information about students--most schools have learning management systems (LMS) and student information systems (SIS), often supported by analytics programs that integrate the data. Faculty rely on the LMS and other tools like student response systems (i.e., &quot;clickers&quot;), Scantron, and e-portfolios to assess students' work at the program- and course-levels. At program- and institution-levels, many schools have adopted Assessment Management Systems (AMS) to streamline assessment processes and enrich their evidence about student learning. Yet &quot;meaningful implementation remains elusive&quot;--while 29% of provosts would like tools that can &quot;aggregate assessment results to represent overall institutional performance,&quot; 51% of provosts do not find their AMS fully supportive of assessment efforts (Jankowski, Timmer, Kinzie, &amp; Kuh, 2018, p. 4, 15, 23). How can institutions select useful assessment technologies and integrate them with existing tools, so faculty and administrators can easily extract and use the data to improve student learning? What elements should we consider when selecting technologies? Do any systems exist that address the requirements of authentic assessment in one solution? To explore these questions, we discuss how technologies can address assessment challenges. Next, we classify the functional criteria in a taxonomy. We then sketch a process to help you reflect on your assessment technology needs, giving attention to your institution's assessment culture, data, technology users, and audiences. Finally, we present evaluation criteria for judging the appropriateness of technologies.
Assessment That Matters: Trending toward Practices That Document Authentic Student Learning
Author: Jankowski, Natasha A.
Date: 2018-01-00
Type: Reports - Research
Subjects: Student Evaluation,Evaluation Methods,Educational Assessment,Higher Education,College Administration,Administrators,Performance Based Assessment,Teaching Methods,Thinking Skills,Problem Solving,Relevance (Education),Inquiry,Information Dissemination,Undergraduate Students,Alignment (Education),Learning,College Faculty,Teacher Role,Accreditation (Institutions),Educational Change,Educational Technology,Technology Uses in Education,Selective Admission,Institutional Characteristics,Administrator Role,Professional Development

Over the past decade, the National Institute for Learning Outcomes Assessment (NILOA) has been documenting what colleges and universities are doing to gather evidence about student learning and helping institutions to productively use assessment data to strengthen undergraduate education. NILOA also has been monitoring how institutions communicate with policy makers, families, and others about their efforts to enhance student learning and institutional effectiveness. One mechanism utilized to understand the landscape of assessment practices in United States higher education has been national surveys of senior academic leaders about what is being done to measure student learning outcomes and how results are used to improve teaching and learning. This report summarizes the findings from NILOA's third and most recent survey which was conducted in 2017. It is based on data collected from provosts between April and September 2017. The sample included provosts/chief academic officers (or their designees) at 2,781 regionally accredited, undergraduate degree-granting institutions. The questionnaire was completed by representatives of 811 institutions for a response rate of 29%. Nearly 80% of the survey respondents were from within the office of the provost, with the remainder of the surveys completed by those responsible for assessment within the institution. Appendix A contains additional information about the sample and data analysis. The 2017 questionnaire asked respondents about institution-level assessment, repeating many questions from the first and second survey efforts on assessment methods, uses, drivers of assessment practice, availability of assessment information, while adding a few new questions about initiatives to improve student learning.
Creating Sustainable Assessment through Collaboration: A National Program Reveals Effective Practices. Occasional Paper #31
Author: Malenfant, Kara J.
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Academic Libraries,Leadership Role,Program Design,Program Implementation,Librarians,Academic Achievement,Information Literacy,Literacy Education,Cooperative Planning,Partnerships in Education,Institutional Cooperation,National Programs,Library Services,Evaluation Methods,Library Instruction,Sustainability,Program Effectiveness,Action Research,Library Research

Meaningful and sustained assessment is best achieved when a campus unit takes a collaborative leadership role to work with other departments, offices, and groups. Simply developing and implementing assessment in isolation and for the unit itself is not enough. While the value of collaboration among diverse campus constituents is widely recognized, it is not easily achieved. This occasional paper synthesizes the results of the program Assessment in Action: Academic Libraries and Student Success (AiA) by the Association of College and Research Libraries, which involved over 200 campus teams led by librarians. Five particularly compelling AiA findings are the positive connections documented between various functions of the library and aspects of student learning and success: (1) Students benefit from library instruction in their initial coursework; (2) Library use increases student success; (3) Collaborative academic programs and services involving the library enhance student learning; (4) Information literacy instruction strengthens general education outcomes; and (5) Library research consultations boost student learning. These findings emerged from an assessment process grounded in collaborative planning, decision-making, and implementation. In this paper, we describe the collaborative practices advanced by the AiA program and explain how these practices promote assessment aligned with institutional priorities, encourage common understanding among stakeholder groups about attributes of academic success, produce meaningful measures of student learning, create a unified campus message about student learning and success, and focus on transformative and sustainable change. This paper asserts that the AiA experience serves as a framework for designing assessment approaches that build partnerships and generate results for improving student learning and success through action research, and that the program results demonstrate how libraries contribute to fostering broad student outcomes essential to contemporary postsecondary education. The assessment practices that emerged from the AiA projects can be implemented in a variety of institutional settings and with varying campus priorities. [Foreword by Lisa Janicke Hinchliffe.]
PIRLS 2016 in Northern Ireland: Reading Achievement
Author: Sizmur, Juliet
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Achievement Tests,International Assessment,Grade 4,Reading Achievement,Reading Tests,Cultural Differences,Gender Differences,Reading Skills,Reading Comprehension,Student Attitudes,Learner Engagement,Reading Instruction,Principals,Elementary School Teachers,Elementary School Students,Educational Attainment,Teacher Competencies,Faculty Development,Job Satisfaction,Educational Resources,School Libraries,Instructional Materials,Educational Environment,School Culture,School Safety,Discipline Problems,Bullying,Student Behavior,Behavior Problems,Curriculum,Learning Activities,Student Characteristics,Family Environment,Parent Attitudes

This report summarises Year 6 pupils' attainment in the Progress in International Reading Literacy Study (PIRLS) survey of 2016 in Northern Ireland and explores the context of that attainment. PIRLS is an international comparison study of reading at ages 9-10. PIRLS has a five-yearly cycle. Northern Ireland took part in PIRLS for the second time in 2016, having previously participated in the 2011 cycle. The report compares performance in Northern Ireland with that of the six comparator countries: (1) Canada; (2) England; (3) New Zealand; (4) Poland; (5) Republic of Ireland; and (6) Singapore. These countries were selected because they have some similarities with Northern Ireland and/or because they are high performers and/or because they have demonstrated significant improvement between PIRLS cycles. The report compares Northern Ireland's performance in PIRLS 2016 with the performance in PIRLS 2011. Where possible, the report also explores whether the background factors that impact on attainment have changed between these two cycles of PIRLS. [For the executive summary to this report, &quot;PIRLS 2016 in Northern Ireland: Executive Summary,&quot; see ED590518.]