ethanporcaro/eric-fulltext-meta huggingface dataset:
School-Based Self-Management Interventions Improve Behavioral and Academic Outcomes for K-12 Students with Challenging Behaviors. Plain Language Summary. Education
Author: Campbell Collaboration
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Self Management,Intervention,Student Behavior,Outcomes of Education,Elementary Secondary Education,Behavior Problems,African American Students,Behavior Modification,Special Education

This Campbell systematic review examines the effects of self-management interventions to address student behaviors and academic outcomes in schools. The review summarized and analyzed evidence from 75 single-case design studies and four group-design studies, of which three were experimental and one was quasi-experimental. School-based self-management interventions targeting students with challenging behaviors on average have positive effects across behavioral and academic outcomes. Results were found to be most impactful for African American students, and students receiving special education services. This review provides support for the use of school-based self-management interventions -- including self-assessment, self-monitoring, and self-evaluation practices -- for children with challenging behaviors. [This summary is based on &quot;Self-management interventions for reducing challenging behaviors among school-age students: A systematic review&quot; (EJ1336989).]
Expanding Educational Options: Emergent Policy Trends
Author: Spurrier, Alex
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Achievement Gains,COVID-19,Pandemics,School Choice,Enrollment,Charter Schools,Private Schools,Access to Education,Educational Finance,Educational Policy,State Policy,Educational Trends,Public Schools,Equal Education,Vocational Education

The COVID-19 pandemic has drastically changed the way that families and policymakers view K-12 education. Learning loss is having an outsized impact on students who were furthest from opportunity before the pandemic. And families are increasingly looking for new educational options for their children. For decades, access to educational options meant &quot;school choice&quot; -- now it's time to think broadly about an ecosystem of flexible &quot;learning options.&quot; Beyond traditional options, such as school choice through open enrollment, charter schools, and private school choice, policymakers are increasingly providing families with access to more flexible learning opportunities through Education Savings Accounts and &quot;learn anywhere&quot; policies. This report examines some of the most important trends in the realm of option-expanding state policies, along with recommendations to ensure that all families have equitable access to these educational opportunities.
Investigating Strategies to Increase General Education Teachers&apos; Adherence to Evidence-Based Social-Emotional Behavior Practices: A Meta-Analysis of the Single-Case Literature.
Author: Merle, James L.
Date: 2021-00-00
Type: Information Analyses
Subjects: Evidence Based Practice,Social Development,Emotional Development,Behavior Problems,Educational Strategies,Student Behavior,Behavior Change,Elementary Secondary Education

Educational researchers have produced a variety of evidence-based practices (EBP) to address social, emotional, and behavioral (SEB) needs among students. Yet, these practices are often insufficiently adopted and implemented with fidelity by teachers to produce the beneficial outcomes associated with the EBP, leaving students at risk for developing SEB problems. If ignored, SEB problems can lead to other negative outcomes, such as academic failure. Therefore, implementation strategies (i.e., methods and procedures designed to promote implementation outcomes) are needed to improve teachers' uptake and delivery of EBPs with fidelity. This meta-analysis sought to examine the types and magnitude of effect of implementation strategies that have been designed and tested to improve teacher adherence to SEB EBPs. Included studies (a) used single case experimental designs, (b) employed at least one implementation strategy, (c) targeted general education teachers, and (d) evaluated adherence as a core dimension of fidelity related to the delivery of EBPs. In total, this study included 28 articles and evaluated 122 effect sizes. A total of 15 unique implementation strategies were categorized. Results indicated that, on average, implementation strategies were associated with increases in teacher adherence to EBPs above baseline and group-based pre-implementation trainings alone (g = 2.32, tau = 0.77). Moderator analysis also indicated that larger effects were associated with implementation strategies that used a greater number of unique behavior change techniques (p &lt; 0.001). Implications and future directions for research and practice regarding use of implementation strategies for general education teachers are discussed. [This paper was published in &quot;Journal of School Psychology&quot; v91 p1-26 2021.]
High School and Beyond: User&apos;s Manual for Teacher Comment File
Author: National Center for Education Statistics (NCES) (ED/OERI)
Date: 1982-04-00
Type: Historical Materials
Subjects: Longitudinal Studies,High Schools,High School Teachers,Teacher Attitudes,High School Students,Teacher Characteristics,Data Collection,Coding,Response Rates (Questionnaires),Questionnaires

High School and Beyond (HS&amp;B), is the National Center for Education Statistics' (NCES's) national longitudinal study of the high school sophomores and seniors of 1980. As one component of the base year data collection, teachers were asked to fill out a short questionnaire concerning those HS&amp;B students whom they had taught during the 1979-80 school year. This manual describes the structure and use of the Teachers' Comments (data) Files that resulted from that data collection. [This report was prepared by the National Center for Education Statistics (NCES) Longitudinal Studies Branch.]
Report of the Commissioner of Education for the Year 1891-&apos;92. Volume 1. Containing Part I
Author: Department of the Interior, Bureau of Education (ED)
Date: 1894-00-00
Type: Historical Materials
Subjects: Educational Administration,Public Schools,Private Schools,Elementary Secondary Education,School Districts,Foreign Countries,Technical Education,Teacher Education,Educational History,Home Schooling,Family Influence,Museums,Libraries,Exhibits,Higher Education,Universities,Government Employees,Physical Education,Withdrawal (Education),Classification

This is Volume 1 of the Report of the Commissioner of Education for the Year 1891-'92, containing Part I. This volume includes the Commissioner's Introduction and Part I, which contains the chapters: (1) General Classified Summary of Pupils of All Grades in Public and Private Schools and Institutions; (2) Statistics of State Common School Systems; (3) Education in France; (4) Elementary Education in Great Britain and Ireland in 1892; (5) Technical Instruction in Great Britain; (6) Training of Teachers in Germany, Austria, and Switzerland; (7) The Swiss School System--An Historical and Statistical Review; (8) The Results of Home Training and Influence; (9) School Museums, Educational Libraries, and Permanent Exhibitions of Appliances for Teaching; (10) German Universities; (11) Schools for Recruiting the Civil Service in France, and an Account of the Civil Service Requirements in Prussia; (12) Education in Sweden; (13) Physical Training; (14) The Age of Withdrawal from the Public Schools; and (15) Classification in Graded Schools. [For Volume 2, see ED622037.]
Report of the Commissioner of Education for the Year 1891-&apos;92. Volume 2. Containing Parts II and III
Author: Department of the Interior, Bureau of Education (ED)
Date: 1894-00-00
Type: Historical Materials
Subjects: Educational Administration,Urban Schools,Secondary Schools,Universities,Womens Education,Higher Education,Extension Education,Private Colleges,State Colleges,Technical Education,Postsecondary Education,Military Schools,Truancy,Behavior Problems,Coeducation,African American Education,Summer Schools

This is Volume 2 of the Report of the Commissioner of Education for the Year 1891-'92, containing Parts 2 and 3. Part 2 covers the topics: (1) Name Register; (2) City School Systems; (3) Secondary Schools; (4) Universities and Colleges; (5) Colleges for Women; (6) The Place of University Extension in American Education; (7) The Relation of the Independent Colleges to the System of State Schools; (8) Rensselaer Polytechnic Institute; (9) United States Military Academy at West Point; (10) The Care of Truants and Incorrigibles; (11) Coeducation of the Sexes in the United States; (12) Education of the Colored Race; (13) Report on Education in Alaska; and (14) History of Summer Schools in the United States. Part 3 covers Statistical Tables. [For Volume 1, see ED622036.]
How America&apos;s Schools Responded to the COVID Crisis. Technical Report
Author: Harris, Douglas N.
Date: 2020-07-13
Type: Reports - Research
Subjects: COVID-19,Pandemics,Coping,School Closing,Public Schools,Private Schools,Charter Schools,Student Needs,Parent Background,Educational Attainment,Access to Education,Family Characteristics,Neighborhoods,Student Experience,School Role,Online Courses,Distance Education,Equal Education,Internet,Educational Technology,Educational Practices,Progress Monitoring,Geographic Location,Racial Differences,Ethnicity,Socioeconomic Status,Integrated Learning Systems,Videoconferencing,Elementary Secondary Education

COVID-19 has forced essentially all schools in the country to close their doors to in-person activities. In this study, we provide new evidence about variation in school responses across school types. We focus on five main constructs of school activity during COVID-19: personalization and engagement in instruction, personalization and engagement in other school communication with students, progress monitoring (especially assignment grading), breadth of services (e.g., counseling and meals), and equitable access (to technology and services for students with special needs). We find that the strongest predictor of the extent of school activities was the education level of parents and other adults in schools' neighborhoods. Internet access also predicts school responses. Race, parent/adult income, and school spending do not predict school responses. Private schools shifted to remote learning several days faster than traditional public schools, though others eventually caught up. On some measures, charter schools exceeded the responses of other schools; in other cases, traditional public schools had the highest overall measures. States in the Midwest responded more aggressively than those in other regions, especially the South, even after controlling for the full set of additional covariates. Learning management systems were reported by a large majority of schools, followed by video communication tools and tutorial/assessment programs. Several methods are proposed and implemented to address differential website use. We discuss potential implications of these findings for policy and effects on student outcomes. [For the corresponding policy brief, see ED622041.]
The Integration of 21st Century Skills into Education: An Evaluation Based on An Activity Example
Author: Agaoglu, Onur
Date: 2020-12-00
Type: Journal Articles
Subjects: 21st Century Skills,Creativity,Communication Skills,Thinking Skills,Critical Thinking,Cooperation,Foreign Countries,Grade 4,Learning Activities,Classroom Environment,Interdisciplinary Approach,Program Effectiveness

Changes have been made in education systems within the changing and developing structure of our age. In this context, while achieving 21st century skills is among the most important achievements, determining the activities to be prepared for students to acquire 21st century skills and arranging the classroom environments according to these activities impose new and important tasks on teachers. In this study, evaluations based on a performed activity are presented in the context of the integration of 21st Century Skills into Turkish National Education system. The &quot;Where are we?&quot; activity which is presented in detail in the study is an interdisciplinary activity carried out in Mamak Science and Arts Centre with 4th graders. The activity is described in three steps, namely preparation, implementation and evaluation, and its significance in providing students with 4C (Creativity, Communication, Critical Thinking and Collaboration) skills, which are regarded as the foundation of 21st Century Skills, is underlined. The activity is also evaluated in terms of applicability and popularization, and special emphasis is put on the importance of class environment in gaining 21st Century Skills. Within this framework, it is recommended to enhance teacher trainings and activity samples in quantity and quality for the acquisition of 21st Century Skills in students and also suggestions were made to policy makers for the process of integrating 21st century skills into the education system. The study has a unique structure as it is exemplified through an activity example. It is thought to be a resource for all academicians, teachers and policy makers interested in the subject.
How Education Level, Gender, and Social Network Correlate with Migrant Workers&apos; Starting Income in China&apos;s Urban Cities
Author: Chen, Dandan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Attainment,Gender Differences,Social Networks,Migrant Workers,Income,Urban Areas,Family Characteristics,Background,Employment,Wages,Correlation

The research question for this study is how education level, gender, and social network affect migrant workers' starting income for their first job in China's urban cities. Our objective is to reveal the interplay of education level, gender, and social network in determining migrant workers' income, which are to the core of the current academic debate. The explanatory factor analysis was used to identify relevant variables, and a multivariate regression analysis was conducted to reveal the relationships among education level, gender, social network, and migrant workers' starting income in China's urban cities.
How America&apos;s Schools Responded to the COVID Crisis. Policy Brief
Author: Harris, Douglas N.
Date: 2020-07-13
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Coping,School Closing,Public Schools,Private Schools,Charter Schools,Student Needs,Parent Background,Educational Attainment,Access to Education,Family Characteristics,Neighborhoods,Student Experience,School Role,Online Courses,Distance Education,Equal Education,Internet,Educational Technology,Educational Practices,Progress Monitoring,Geographic Location,Racial Differences,Ethnicity,Socioeconomic Status,Integrated Learning Systems,Videoconferencing,Elementary Secondary Education

COVID-19 has become one of the greatest crises ever facing the country. It is also, therefore, one of the greatest crises facing the nation's schools. This brief describes how America's schools have adjusted to operating while their buildings have been shuttered. In particular, how did different types of schools respond in different ways? This analysis is based on information collected from a nationally representative sample of 3,511 school websites, including traditional public schools, private schools, and charter schools. The goal of the project was to describe the extent to which schools provided personalized and engaging education and a wide range of services in response to the COVID crisis. The conclusions of this brief in many ways reinforce concerns raised in prior studies. In particular, there are several reasons to think that educational opportunity gaps are rising. Schools responded differently by the level of parent education, and it was found that internet access was a significant predictor of school responses to the crisis. This research is designed to complement other research being done on schools during this crisis. The accompanying technical report provides a review of research, mostly from parent and educator surveys. These surveys are particularly important because they gauge what students are actually experiencing. [For the corresponding technical report, see ED622038.]
YouTube Videos as Supplementary Materials to Enhance Computer Troubleshooting and Repair Techniques for Senior High School Students in the Philippines
Author: Caratiquit, Kevin
Date: 2022-08-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Supplementary Education,Computers,Troubleshooting,High School Students,Foreign Countries,Equipment Maintenance,Learning Activities,Academic Achievement,Scores

This study aimed to improve learners' academic performance in Computer Troubleshooting and Repair Techniques at Lal-lo National High School by using YouTube videos with teacher-made learning activity sheets as supplementary materials. The study employed a quasi-experimental design, particularly a one-group pretest and posttest design, in which the intervention was administered to the same participants. The result proved that the learners gained a higher mean on their posttest result than their pretest, indicating a significant difference between the pretest and posttest scores. Moreover, the intervention greatly affected the students' academic performance, particularly on the competency in Computer Troubleshooting and Repair Techniques. YouTube videos can help visual learners, and students better understand a subject. These videos can catch students' imagination, especially when face-to-face learning is discouraged owing to the epidemic. The intervention material may be adapted by ICT, TLE teachers, and other disciplines.
American Culture Presence in EFL Textbooks Used in Baccalaureate in Spain
Author: Valencia Robles, Jeannette
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Cultural Awareness,Textbook Content,Content Analysis,Undergraduate Students,Bachelors Degrees,Outcomes of Education

Learning a foreign language implies a lot more than learning grammar and vocabulary. Language learners should also acquire the necessary social and cultural skills that would allow them to interact within the context where the target language is expected to be used. As a result, EFL teachers face the challenge of selecting and explaining the cultural contents that their students could employ when communicating with other English speakers; especially the speakers from those countries where EFL learners would more likely travel to either for academic or working purposes. In the case of Spanish EFL learners, the United States of America is among the most popular destinations in this regard. Therefore, exploring to what extend the American Culture is being addressed in EFL textbooks might help educators to improve their own teaching approach. This paper addresses research into the presence of American culture in textbooks used in Spain. The results indicate the limited importance of American Culture in the ELT books used in Spain.. The paper concludes by including some suggestions to address American Culture in the teaching of English as a Foreign Language in Spanish EFL Classrooms.
A Framework for Scaling for Equity
Author: Cohen-Vogel, Lora
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Scaling,Educational Improvement,Public Education,Educational Change,Equal Education,Educational Practices,School Districts,21st Century Skills,Intention,Planning,Teamwork,Educational Innovation,Policy Formation,Influences

For more than four decades, researchers, policymakers, professional educators, and the philanthropic community in education have wrestled with how to scale up promising pockets of reform. Centering equity in scaling efforts means working with and prioritizing students who have historically lacked access to powerful learning opportunities, including deeper learning, and have not reached the ambitious outcomes we desire for everyone. This report seeks to help school district leaders and improvement teams define what it means to scale for equity. Presented in this report is a scaling-for-equity framework informed by the experiences of 10 research-practice partnerships (RPPs) and designed to provide readers with multiple, iterative opportunities to think about equity as it relates to scale. The scaling-for-equity framework supports a journey in which members of a team work to improve educational practice by traveling over time from their origin to a destination. The framework and accompanying tools are designed to: (1) help improvement teams navigate their scaling-for-equity journey; and (2) support school district leaders striving to transform their communities' public education systems into equitable ones by prompting improvement team members to consider equity-related questions during all stages of the work and to develop shared responses, describing and categorizing scaling strategies so that teams can identify the strategies, alone or in combination, that will bring them closer to their equity goals, and providing support for disentangling and addressing the many influences and tensions at play when improvement teams aim to bring about change.
Partnering to Scale Instructional Improvement: A Framework for Organizing Research-Practice Partnerships
Author: McMahon, Kelly
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Instructional Improvement,Partnerships in Education,Theory Practice Relationship,Educational Change,Identification (Psychology),Values,Cultural Influences,Communication (Thought Transfer),Decision Making,Expertise,Socialization

For decades, researchers and educators alike have been caught in waves of reforms that sought to change the quality of teaching and learning at scale. Research-practice partnerships (RPPs) emerged as a promising strategy for generating new knowledge and building new capabilities for improving teaching and school systems through research. RPPs seeking to improve instructional practice at scale face dual learning imperatives in that partners must learn how to: (1) manage and confront the complexity involved in trying to change instruction at scale; and (2) develop a model of partnership that is equipped to the task. This paper presents a framework that is composed of four elements and a reflective tool for partnering for instructional improvement at scale. The following presents the structure of this report: (1) Description of the challenge of scaling instructional improvement; (2) Literature review of RPPs and organizations focusing on the challenges faced by RPPs; (3) Introduction of the framework, which is composed of commitments, structures, expertise, and social learning; and (4) A brief example of a reflective tool to be used for assessing partnering in an RPP.