ethanporcaro/eric-fulltext-meta huggingface dataset:
What Matters in Education: Parents and Guardians&apos; Opinions on K-12 Public Education in New Orleans. Annual Poll Policy Brief No. 2
Author: Tulane University, Cowen Institute
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Parent Attitudes,Caregiver Attitudes,Public Opinion,Public Education,Elementary Secondary Education,Public Schools,Private Schools,Home Schooling,Educational Trends,Socioeconomic Status,Access to Education,School Choice,Postsecondary Education,School Effectiveness,Educational Quality,Transportation,Extracurricular Activities,Attendance

This is the second and final brief on the Cowen Institute's 2022 annual poll of parents' and guardians' perceptions of K-12 public education in New Orleans. The Cowen Institute has conducted these polls since 2007 with the intent of providing insight into how parents, guardians, and the general public view New Orleans' highly decentralized K-12 public education system. As they noted in their first poll brief for this year (released in November 2022), the questions in these polls were drafted by the Cowen Institute in consultation with the contracted polling firm, LJR Custom Strategies. The poll includes questions asked each year to assess how opinions change over time, as well as new questions on the most urgent topics of the moment. The Cowen Institute began releasing the poll findings in a series of briefs rather than one comprehensive report starting in 2021 in an effort to make the results more digestible for the public. The first 2022 poll brief (ED626430) covered general perceptions about New Orleans K-12 public education; this brief explores specific education topics in greater depth. To capture the experiences and attitudes of a wide range of parents, the Cowen Institute polled 1,000 public and private school parents and guardians in Orleans Parish, as well as a small number who homeschool their children.
Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead
Author: Mills, Kelly
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Cognitive Processes,Computation,Computer Science Education,Equal Education,Access to Computers,Access to Education,Thinking Skills,Elementary Secondary Education,Technology Uses in Education,Interdisciplinary Approach,Teacher Leadership,Inclusion,Personal Autonomy,Professional Development,Preservice Teacher Education,Problem Solving

Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students--not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
5 Things State and District Leaders Can Do to Advance Strong and Diverse School Leadership
Author: Education Trust
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: School Districts,Schools,Leaders,Teacher Leadership,Professional Development,Leadership Training,Diversity,Career Pathways,Labor Turnover,State Action

Recent research has confirmed what students, families, educators, and advocates have always known to be true: School leaders really matter. School leaders play a fundamental role in recruiting and supporting strong educators, driving rigorous instruction, creating school cultures that are inclusive and inviting, and working toward positive academic outcomes. School leaders of color, in particular, provide strong instructional leadership while creating an equity-oriented school environment and attracting and retaining more teachers of color, from which all students benefit-- especially students of color. Importantly, when school leaders of color lead students of color, these positive effects are magnified. District and state leaders can support and create pipelines for current educators to become school leaders. This document provides state and district leaders with an overview of the following five things they should do to foster opportunities to cultivate strong and diverse school leaders of color: (1) Set clear goals to increase school leader diversity and make diversity data more visible to stakeholders; (2) Strengthen existing teacher pipelines that will in turn build principal pipelines; (3) Develop high quality preparation programs for school leaders; (4) Develop high quality professional development opportunities for school leaders; and (5) Invest in principal retention strategies.
How Affordable Are Public Colleges in Your State for Low-Income Students?
Author: Anthony, Marshall, Jr.
Date: 2019-12-17
Type: Reports - Evaluative
Subjects: Low Income Students,College Students,College Bound Students,Public Colleges,Community Colleges,Vocational Schools,Tuition,Paying for College,Student Employment,Disadvantaged,Debt (Financial),State Aid,State Policy,Educational Policy

For millions of college-going students, one of the most urgent concerns is the rising cost of college and how to pay for it -- and not just for tuition but other necessities like textbooks, housing, food, and transportation. The idea that one can work one's way through college with a minimum-wage job is, in most cases, a myth. Students from low-income backgrounds should be able to attend college without shouldering a debt burden or having to work so many hours that they jeopardize their chances of completing a degree. In this report we look closely at just how much beyond their means students from low-income backgrounds are being asked to pay for a college degree at both public four-year institutions and community and technical colleges in each state.
We Were the Glue: Contributions, Compromises, and Continuing Concerns of School Librarians during the COVID-19 Pandemic
Author: Valenza, Joyce Kasman
Date: 2023-02-19
Type: Reports - Research
Subjects: High Schools,School Libraries,Library Role,COVID-19,Pandemics,Librarian Attitudes,Online Courses,Librarians,Role

Purpose: This study examined a criterion-based sample of high school librarians who met AASL's definition of effective school library practice to uncover how they translated their professional practices during COVID-19. Methods: Three instruments were used to compare pre-COVID-19 school librarian practice with its evolution during two specific points during the pandemic. High School Librarian Survey 1 (Pre-COVID) (S1) provided a baseline view into the pre-COVID-19 practice of purposively sampled participants; open-ended Survey 2 (S2) and a follow-up focus group (FG) uncovered their practice at two specific points during the crisis and explored how librarians' priorities shifted. Results: The instruments which collected librarian perceptions, revealed that while librarians supported and contributed to their learning communities in essential ways, they were also forced to compromise their priorities. Librarians furthered their leadership roles, supported learning communities, exhibited resilience and integrity, and worked to assure equitable access to learning tools and reading materials. Yet, these efforts went largely unreported. Limited contact with teacher partners and classrooms compromised librarians' engagement with information literacy and inquiry instruction. Implications: Recommendations for future research include exploring how recognized gaps in information literacy learning and instruction may have been recovered since the pandemic and how school librarians' roles may have shifted and been impacted by the pandemic. Resources: Research instruments are collected on this LibGuide. https://comminfo.libguides.com/FirstYearsFrames/ResearchInstruments
The Mapping of Language Teaching Materials of Indonesian for Foreign Speakers for Academic Purposes Based on Linguistic Characteristics
Author: Susilowati, Novi Eka
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Indonesian,Second Language Instruction,Instructional Materials,Student Exchange Programs,Academic Language,Comprehension,Undergraduate Students,Knowledge Level,Concept Mapping,Second Language Learning

The learning of Indonesian for foreign speakers (bahasa Indonesia untuk penutur asing/BIPA) develops very fast. One of them is the People's Republic of China (PRC). In line with this, the government of PRC shows a serious intention to learn Indonesian language by sending their students to learn the Indonesian language in Indonesia through BIPA program. The success of BIPA learning depends on the learners' first language and teaching materials used. Therefore, in-depth studies on the linguistic characteristics of the BIPA learners are necessary to be conducted to acquire suitable teaching materials following the learners' needs. This research was conducted on eight students of BIPA for academic purposes program from China. This research was conducted by applying a qualitative descriptive approach. The findings on the linguistic characteristics of the BIPA students from China show three aspects. First, from the aspect of phonology, Chinese students do not really master the consonant sound pronunciation of Indonesian language, which is apparent from the inability and consistent mispronunciation in pronouncing certain sounds. Second, from the aspect of morphology, the students can construct words with some affixes that form the active form, but can't construct word using affixes that form the passive form. Third, the students have been able to construct a simple and complex sentence with two clauses, yet, they face difficulties in changing an active sentence to passive and vice versa. The three findings were then used to map the BIPA teaching materials, which later will be used for Chinese students in the future. [For the full proceedings, see ED626375.]
What&apos;s the Rap? Thinking Critically about Citation Practices Given the Rise of Hip-Hop
Author: Sciullo, Nick
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Music,Critical Thinking,Citations (References),Teaching Methods,Evidence,Information Technology,Popular Culture,Ethics,Language Usage,Criticism,Language Styles,High School Students,Writing Instruction,Video Technology

Hip-hop offers opportunities to rethink citation and argument. Hip-hop's melding with digital media means that students and scholars alike must keep abreast of citation style changes and continually investigate what counts as evidence in the classroom. This involves considering the ways in which popular culture, namely hip-hop, can help students learn about notions of truth and evidence. Further, hip-hop's ready use of wordplay encourages constant critical inquiry into issues of truthfulness, authenticity, and evidence. Thus, hip-hop offers exciting opportunities to investigate citation and argument in the classroom, even though hip-hop is open to critique. [For the full proceedings, see ED626375.]
Faculty Diversity and Student Success Go Hand in Hand, so Why Are University Faculties so White?
Author: Bitar, Jinann
Date: 2022-12-00
Type: Reports - Research
Subjects: Diversity (Faculty),Student Diversity,Academic Achievement,School Holding Power,Academic Persistence,Personnel Selection,Justice,Equal Education,Tenure,Disproportionate Representation,Minority Groups,African American Teachers,Hispanic Americans,College Enrollment,Teacher Persistence,Racial Attitudes,Racial Factors,Public Colleges,Minority Serving Institutions

Faculty diversity plays a key role in college student completion and can have a major impact on students' sense of belonging, retention rates, and persistence. This report examines faculty diversity relative to student diversity, as well as hiring equity, tenure equity, and changes in faculty representation over time for Black and Latino faculty at public, four-year institutions, and highlights colleges and universities that are making progress on diversifying their faculties and those that have more work to do. The findings show that Black and Latino faculty are severely underrepresented at most public, four-year colleges and universities. When Black and Latino faculty are compared against student enrollment in 2020, it is found that more than half (57%) the institutions had failing grades for Black faculty diversity, while nearly four out of five (80%) had F grades for Latino faculty diversity. If institutions are going to increase faculty diversity, they will need to examine their hiring and retention practices, improve campus racial climates, and make resources available to faculty members of color, so they can build and hone their skills and find community. This report offers a variety of other recommendations for institutional leaders, advocates, and federal and state policymakers on building faculty diversity via funding and strategic planning and campus climate initiatives.
Increasing School Leader Diversity in Georgia
Author: Education Trust
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Leadership,Public Schools,Student Diversity,Diversity (Faculty),Principals,Minority Group Students,Elementary Secondary Education,Faculty Recruitment,Data,Minority Group Teachers,Educational Policy,Faculty Development,Teacher Persistence

All students, regardless of race or ethnicity, benefit from having teachers and school leaders of color. Since principals of color are often more likely to hire and retain teachers of color, increasing school leader diversity is a key lever for addressing educational inequities. To provide advocates and policymakers with context on this important issue, Ed Trust partnered with New Leaders to conduct a statewide and district-specific analysis of student and school leader demographics in Georgia public schools. This state has the potential to develop a strong pipeline of school leaders from diverse backgrounds: In addition to having a racially and geographically diverse student population, Georgia is home to 10 historically Black colleges and universities (HBCUs) and 10 current or emerging Hispanic-serving institutions (HSIs). This brief provides recommendations for state and district leaders in Georgia to develop these strong pipelines to create a diverse school leader workforce.
The Federal Role in Safeguarding Student Data
Author: Data Quality Campaign (DQC)
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Federal Government,Government Role,Data,Information Security,Educational Legislation,Parent Rights,Student Records,Privacy,Federal Legislation

People need access to data. Individual students and job seekers, families, educators, communities, and policymakers must have the information they need to foster successful journeys through education and the workforce. Robust statewide longitudinal data systems (SLDSs) can be designed to prioritize meaningful access to data but must also protect individuals' privacy. Data is a powerful tool to guide decisionmaking, and leaders must prioritize safeguarding that data. The federal government has a role in prioritizing student data privacy and security and building trust in the appropriate use of student information. The Data Quality Campaign offers the following context to frame the discussion about what the federal government can do to safeguard student data.
Educators of Color Make the Case for Teacher Diversity
Author: Education Trust
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Minority Group Teachers,Diversity (Faculty),Public Schools,Labor Force Development,Teacher Recruitment,Data,Goal Orientation,Teacher Persistence,Faculty Development,Educational Policy

While the majority of U.S students are children of color, only 20% of teachers are people of color. What's more, 40% of the nation's public schools do not have a single teacher of color on record. Research shows that all students, regardless of race or ethnicity, benefit socially, emotionally, and academically from a diverse teacher workforce. Yet, teachers of color are more likely to experience burnout and leave the profession at higher rates than their White peers. Amid rising censorship efforts, teacher shortages, and declines in enrollment to teacher preparation programs, state leaders must find effective ways to diversify their educator workforce and boost student outcomes by recruiting, supporting, and retaining more educators of color. More than 100 educators of color developed action plans for their respective states to increase teacher diversity. This brief shares three policy levers that educators of color identified, with proposed solutions and best practices: (1) make educator diversity data visible and actionable to stakeholders; (2) set clear goals at the state, district, and teacher preparation level to increase educator diversity; and (3) invest in efforts to retain teachers of color that improve working conditions and provide opportunities for personal and professional growth. [This report was produced with One Million Teachers of Color (1MTOC), Black Men Educators Convening (BMEC); Tennessee Educators of Color Alliance (TECA), The Teacher's Lounge, and We Are.]
Blueprint for Continuous Improvement. Strategic Plan, SY 2018/19 - SY 2023/24. Volume IV
Author: Department of Defense Education Activity (DoDEA)
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Educational Planning,Elementary Secondary Education,Educational Improvement,Educational Indicators,Educational Quality,Military Service,Public Schools,Educational Philosophy,Evidence Based Practice,School Effectiveness,Educational Administration,Success

The Department of Defense Education Activity (DoDEA) is the Department of Defense component charged with providing high-quality education for military-connected students domestically and overseas. DoDEA operates 160 schools in eight districts in 11 foreign countries, seven states, and two territories and enrolls more than 66,000 students, supporting nearly 900,000 military-connected students. The Blueprint for Continuous Improvement (Blueprint) is DoDEA's strategic plan for school years 2018/19 through 2023/24. This document represents the fourth Volume of the Blueprint. DoDEA's Blueprint is the foundation for all planning within DoDEA. The Blueprint is adapted annually to reflect progress and environmental shifts. The annual updates are evidence of DoDEA's commitment to continuous improvement. Like Volumes I through III of the Blueprint, Volume IV contains a description of the plan's specific elements and a summary of the changes made from Volume III to clarify how the focus has shifted with learning and growth. [For Volume III, see ED622647.]
Briefing Paper: Infant and Early Childhood Mental Health and Early Intervention (Part C)--Policies and Practices for Supporting the Social and Emotional Development and Mental Health of Infants and Toddlers in the Context of Parent-Child Relationships
Author: Early Childhood Technical Assistance (ECTA) Center
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Mental Health,Social Development,Emotional Development,Infants,Toddlers,Early Intervention,Parent Child Relationship,Educational Policy,Educational Practices,Child Caregivers,Early Experience,Diversity,Equal Education,Inclusion,Referral,Disability Identification,Eligibility,Services,Labor Force Development,Partnerships in Education,Program Implementation

This briefing paper explores Infant and Early Childhood Mental Health (IECMH) policies and practices that state early intervention (Part C) programs may consider implementing to meet the social-emotional and mental health needs of infants and toddlers in the context of relationships with their parents and other caregivers.
An Overlooked Indicator of Edtech Quality: The Use of Learning Sciences Research
Author: Van Nostrand, Parker
Date: 2022-02-00
Type: Reports - Research
Subjects: Educational Technology,Educational Research,Learning,Summative Evaluation,Best Practices,Development,Success,Research Methodology,Theory Practice Relationship,Measurement

Learning sciences research uncovers how people learn best and has the potential to enable technology to build powerful learning opportunities. This report explores the ways in which several edtech products focus their efforts on an intended learning purpose, consult and integrate research in their design, and strive to achieve their articulated goal. The five case studies included in the report provide examples of and best practices for leveraging research at multiple phases of product development, including acquisition, establishing cross-functional teams to collaboratively leverage learning sciences research, and using research to understand the best ways to measure success.
District Considerations for Universal Dyslexia Screening: Ensuring Appropriate Implementation and Instruction for English Learners
Author: Council of the Great City Schools
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Dyslexia,Screening Tests,English Language Learners,Barriers,English (Second Language),At Risk Students,Language Usage,Second Language Learning,Reading Difficulties,Interpersonal Communication,School Districts,Program Implementation,Language Skills

In light of the growing development in policy and practice that recognizes the importance of early identification of students at risk for reading difficulties and dyslexia through universal screening, districts will need to carefully consider how this may impact English learners. The purpose of this brief is to: (1) share potential challenges regarding the implementation of universal dyslexia screening for English learners (ELs) and (2) highlight considerations that ensure English learners are appropriately screened given their language development trajectory and the foundational literacy instruction ELs have received. Furthermore, the brief offers considerations for the appropriate interpretation and use of screener results when districts are required to universally screen for dyslexia, including for students who have limited oral language development and little to no knowledge of English phonemes. This brief focuses specifically on English learners, whose foundational literacy trajectory is different than that of English-speaking children. Although dyslexia screeners can be useful for identifying students at risk for reading difficulties in English, they may mismeasure or fail to capture English learners' pre-literacy skills, which can comprise different levels of development in English and in their home language.