ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Global Classroom and Administrative Quality: A Cross-Cultural Comparison. Research Notes
Author: McCormick Center for Early Childhood Leadership at National Louis University
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Comparative Education,Early Childhood Education,Educational Quality,Quality Assurance,Educational Improvement,Standards,Educational Administration,Educational Practices,Classroom Environment,Scores

International comparative education studies contribute to improvements in education systems by highlighting strengths and identifying challenges found in the different cultural contexts of different countries. Comparative early childhood education (ECE) studies provide new ideas and insights into how local and national systems can be improved. There are, however, few comparative international ECE studies that report data collected at the individual program level. Further, there is scant research that examines the relationship between administrative practices and classroom practices in ECE programs. The purpose of this study was to compare the quality of programs in two different early childhood systems--Turkey, a developing country with emerging standards for quality early childhood education, and North Carolina, a state with a well-established quality improvement system for early care and education programs. The two ECE quality improvement systems included in this research differed in several key areas, including the auspice of the system, the length of time the system had been in place, and the degree to which standards for program quality were developed. Overall, results from the study suggested that administrative practices play a critical role in supporting high-quality ECE programs, as indicated by the significant, positive correlation between the quality ratings of classroom environments and ratings of administrative quality in both Turkey and North Carolina.
The BASIE (BAyeSian Interpretation of Estimates) Framework for Interpreting Findings from Impact Evaluations: A Practical Guide for Education Researchers. Toolkit. NCEE 2022-005
Author: Deke, John
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: Bayesian Statistics,Educational Research,Data Interpretation,Hypothesis Testing,Evidence,Statistical Inference,Error of Measurement,Evaluation Methods,Statistical Distributions,Probability,Statistical Analysis,Simulation,Intervention,Effect Size

BASIE is a framework for interpreting impact estimates from evaluations. It is an alternative to null hypothesis significance testing. This guide walks researchers through the key steps of applying BASIE, including selecting prior evidence, reporting impact estimates, interpreting impact estimates, and conducting sensitivity analyses. The guide also provides conceptual and technical details for evaluation methodologists.
Coming Back Stronger: Resilience and Opportunity. 2021-2022 Kindergarten Readiness Assessment Report
Author: Hopkins, Robin L.
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: School Readiness,Child Development,Access to Education,Early Intervention,Poverty,At Risk Students,Kindergarten,Racial Differences,Ethnicity,English Language Learners,Preschool Education,Child Care,Language Skills,Emergent Literacy,Social Development,Physical Health,Psychomotor Skills,Child Behavior,Screening Tests,Economically Disadvantaged,Mathematics Skills,Counties,Gender Differences,Family Income,Students with Disabilities,COVID-19,Pandemics

The majority of students in Maryland spent at least a portion of the last school year learning virtually, from public prekindergarten through college. Throughout the year, jurisdictions made individual decisions to allow for a gradual return to in-person school in a variety of ways. Lessons learned from the earliest stages of the pandemic made it possible for the Maryland State Department of Education (MSDE) and local officials to create plans for starting the 2021-2022 school year in-person. Along with establishing health metrics and guidelines to create and maintain a safer school environment, most local school systems chose to offer a separate virtual learning program so families could choose options based on their own needs. Twenty-two jurisdictions offered some form of virtual learning. This school year, kindergarten teachers used the Kindergarten Readiness Assessment (KRA) to assess 73% of the 60,608 kindergarteners enrolled in Maryland's public kindergartens. Although enrollment is still lower than pre-pandemic, a greater percentage of children were assessed on this year's KRA than in 2019-2020. Some of the key findings were: (1) 40% of Maryland's kindergarteners demonstrate readiness and entered classrooms prepared to fully participate in kindergarten. This is a 7-point decrease from the 2019--2020 (47%) school year, the last time the KRA was administered. The majority of kindergarteners (60%) do not demonstrate the knowledge, skills, and behavior to actively engage in the kindergarten curriculum; (2) 33% of kindergarteners are approaching readiness, and may require additional instruction based on their individual strengths and needs; and (3) 27% of kindergarteners are identified as emerging on the KRA, and will require targeted supports or interventions to be successful in kindergarten. This represents a 6-point increase over the prior KRA administration (21%), and accounts for many children who are at great risk of not catching up to their peers. [For &quot;Readiness Matters: 2019-2020 Kindergarten Readiness Assessment Report,&quot; see ED612005.]
Stress in Boom Times: Understanding Teachers&apos; Economic Anxiety in a High-Cost Urban District
Author: Dizon-Ross, Elise
Date: 2019-00-00
Type: Journal Articles
Subjects: Stress Variables,Teacher Attitudes,Anxiety,Urban Schools,Labor Market,Economic Climate,Well Being,School Districts,Predictor Variables,Faculty Mobility,Age Differences,Job Performance,Teacher Effectiveness,Teacher Persistence,Negative Attitudes,Teacher Attendance,Urban Education

Despite growing concern over teachers' ability to live comfortably where they work, we know little about the systematic relationship between affordability and teachers' well-being, particularly in high-cost urban areas. We use novel survey data from San Francisco Unified School District to identify the patterns and prevalence of economic anxiety among teachers and assess how this anxiety predicts teachers' attitudes, behaviors, and turnover. We find that San Francisco teachers have far higher levels of economic anxiety on average than a national sample of employed adults, and that younger teachers are particularly financially anxious. Furthermore, such anxiety predicts measures of job performance and teacher retention--economically anxious teachers tend to have more negative attitudes about their jobs, have worse attendance, and are 50% more likely to depart the district within 2 years after the survey. [This article was published in &quot;AERA Open&quot; (EJ1238414).]
The Status of Service and Support Provision for Diploma-Track High School Students on the Autism Spectrum
Author: Orsmond, Gael I.
Date: 2020-09-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,High School Students,Student Needs,Academic Support Services,Pupil Personnel Services,Mental Health,Counselor Role,Teacher Role,School Counselors,Special Education Teachers,Interpersonal Competence,Study Skills,Administrator Role,High Schools,Specialists,Role,Student Characteristics,School Districts,Graduation

Students on the autism spectrum who complete a regular high school diploma are a growing population; little is known about how these students are currently supported. A large sample of special education administrators, special education and general education teachers, and related school personnel completed an online survey that documented levels and types of educational support provided to these students in one Northeast state. School personnel reported that they regularly provided services and supports to address these students' academic (organizational and study skills) and social skills. Few participants reported providing supports or services to address disability disclosure or advocacy, self-care, and mental health symptom management for this population. Special education teachers, general education teachers, and school counselors provided most supports and services. There is a need to evaluate and determine which services provide optimal preparation for academically capable students on the autism spectrum. [This article was published in &quot;Journal of Special Education Leadership&quot; (EJ1283155).]
New Evidence on Special Education Teacher Preparation. Research Brief. CALDER Policy Brief No. 31-0322
Author: Theobald, Roddy
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Special Education Teachers,Teacher Education Programs,Students with Disabilities,Teacher Competencies,Teacher Certification,Literacy Education,Reading Skills,Program Content,Outcomes of Education,Teacher Persistence,Teacher Supply and Demand,Student Teaching,Student Placement,Cooperating Teachers

Two recent CALDER studies published in &quot;Exceptional Children&quot; provide new evidence about special education teacher preparation and its implications for students with disabilities. The first study (Theobald et al., 2021) shows that special educators who received dual endorsements in special education and another subject had lower rates of workforce entry and retention in special education classrooms. The second study (Theobald et al., 2022) demonstrates that students with disabilities experienced greater reading gains when their district and their special education teacher's preparation program both used/emphasized evidence-based literacy practices. Together, these papers suggest caution around state-level policies that seek to use dual licensure to address special education teacher shortages, but also suggest potential promise around better aligning special educator literacy preparation and practice as a policy lever for improving reading outcomes for students with disabilities. Future research could study specific policy interventions to design dual-license programs, address special educator shortages, and better align special educator preparation and practice. [For &quot;Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities,&quot; see ED618761. For &quot;The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention,&quot; see EJ1320421.]
Effect of Whole Body Vibration Training on Depression Level
Author: Aksoy, Duygu
Date: 2019-03-00
Type: Journal Articles
Subjects: Comparative Analysis,Depression (Psychology),Measures (Individuals),Physical Fitness,Physical Education,Exercise,Human Body,Teaching Methods,Males,Scores,Pretests Posttests,Outcomes of Treatment,Young Adults,Foreign Countries

Recently, the Whole Body Vibration (WBV) training has been introduced as an alternative method of exercise or as a type of physical exercise in health and fitness centers. The purpose of the present study was to examine the effect of Whole Body Vibration (WBV) training applied for 12 weeks on depression level. A total of 53 healthy young male individuals participated in this study. Volunteers were randomly divided into two groups as the Whole Body Vibration Training Group (n=27) and the Control Group (n=26). WBV group did training 3 times a week for 12 weeks. The Control Group did not do any trainings. The Beck Depression Inventory (BDI) was applied to both groups before and after the 12-week WBV training. When the Beck Depression Inventory (BDI) scores of the WBV training group and Control groups were compared, it was determined that there were no significant differences in the pre-test Beck Depression Inventory (BDI) scores of the WBVT and Control Group according to the Mann-Whitney U-Test. However, the post-test scores of the WBV training and Control groups was significant at a statistical level (p=0.013). According to the Wilcoxon Signed Ranks test, the difference between the pre- and post-test scores of the WBV training group was significant at a statistical level (p=0.014); and the difference between the pre-test and post-test scores of the Control Group was not statistically significant (p=0.596). The effect of the Whole Body Vibration training on depression is positive and decreases the depression level.
Implementation Lessons from a Pilot Career-Planning Partnership for Recent High School Graduates in Bridgeport, Connecticut
Author: Rock, Andrew
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Career Development,Partnerships in Education,High School Graduates,Economic Climate,Barriers,Career Planning,Referral,Pilot Projects,Public Schools,Community Colleges,Universities,Nonprofit Organizations,Employment,Enrollment,College Attendance

Data from past economic downturns show that &quot;recession graduates&quot;--those graduating from high school or college during a recession--may have worse outcomes in earnings and health for years or even decades to come. MDRC sought to work with stakeholders to better understand the challenges recent graduates are facing in the current context and to plan initiatives to help them succeed. MDRC was able to set up an initiative with partners in Bridgeport. This brief highlights the following lessons from the implementation of the initiative in Bridgeport that may be useful for other communities that are interested in launching similar initiatives: (1) Building Partnerships Requires Identifying Win-Win Opportunities; (2) Recruiting Young People Requires Persistence and the Use of a Variety of Strategies; (3) The Choice of the Message and the Messenger Affects Recruitment Success; (4) Developing Relationships Between Staff Members and Participants Is a Prerequisite for Career Planning; and (5) Support from Staff Should Persist After Participants Are Referred to and Enroll in College or a Program, or Take a Job.
Assessment Professional Development Competencies: Applications of the Assessment Skills Framework. Occasional Paper No. 54
Author: Prendergast, Caroline O.
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Assessment Literacy,Faculty Development,College Faculty,Taxonomy,Student Evaluation,Competence,Standards

In this occasional paper, we invite readers into a conversation about the need for and usefulness of a set of learning objectives or competencies for the field of assessment. We briefly discuss the slow solidification of the field of assessment as a discipline, the diverse paths of entry into the field of assessment, and the increasing need for assessment-related professional development and training. We then present one example of a set of assessment knowledge, skills, and attitudes, the &quot;Assessment Skills Framework&quot; (Horst &amp; Prendergast, 2020), a taxonomy of assessment-related learning outcomes. Applications of the framework are offered in light of ten benefits that a coherent set of assessment competencies could offer to our field. Although the &quot;Assessment Skills Framework&quot; is highlighted, we hope that the discussion serves in continuing the conversation regarding assessment competencies at the broader professional level. [For &quot;The Assessment Skills Framework: A Taxonomy of Assessment Knowledge, Skills and Attitudes,&quot; see EJ1269869.]
Food Insecurity: The Impact on Children Living in North America during COVID-19
Author: Ielo, Natalie Francesca
Date: 2022-02-08
Type: Reports - Research
Subjects: Food,Hunger,Security (Psychology),COVID-19,Pandemics,Incidence,Distance Education,News Reporting,State Boards of Education,Public Agencies,Lunch Programs,Guidelines,Culturally Relevant Education,Federal Aid,Faculty Development,Teaching Methods,Foreign Countries,Low Income Students,Emotional Disturbances,Well Being,Racial Differences,Public Policy,Federal Legislation,Teacher Student Relationship,Elementary Secondary Education

The purpose of this study was to discover if food insecurity worsened in North American children during the COVID-19 pandemic. The study explored the prevalence of social food programs during remote learning periods when the pandemic halted in-person learning. Through progressive theoretical sampling, I investigated American and Canadian newspaper articles and documents produced by a board of education or government agencies that discuss the prevalence of food insecurity during the pandemic. COVID-19 pandemic increased students' vulnerability to Food insecurity in Canada at a higher rate than in the U.S. Also, the design of food programs was forced to change during the pandemic to meet COVID-19 guidelines. To add, during the COVID-19 pandemic, there was an increased rate of government assistance to receive food. Government agencies might consider implementing additional mandatory training for educators on how to address issues regarding food insecurity with their students effectively. By obtaining this education, educators can develop strategies on how to apply a culturally responsive pedagogy in their teaching practices that empower students emotionally. It is suggested a culturally responsive teaching strategy that can support this pedagogical approach by actively building relationships with students and inquiring about any support they may need on a consistent basis.
The Next Generation of State Reforms to Improve Their Lowest Performing Schools: An Evaluation of North Carolina&apos;s School Transformation Initiative. EdWorkingPaper No. 19-103
Author: Henry, Gary T.
Date: 2019-07-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,School Effectiveness,Low Achievement,School Turnaround,Faculty Mobility,Educational Change,Resource Allocation,Academic Achievement,Teacher Effectiveness,Needs Assessment,Educational Improvement,Strategic Planning,Achievement Tests,Institutional Characteristics,Elementary Schools,Middle Schools,High Schools,Educational Policy

In contrast to prior federally mandated school reforms, the Every Student Succeeds Act (ESSA) allows states more discretion in reforming their lowest performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. Using a regression discontinuity design, we evaluate a state turnaround initiative aligned with ESSA requirements. We find the effect on student test score growth was not significant in year one and -0.13 in year two. Also in year two, we find that teachers in turnaround schools were 22.5 percentage points more likely to turn over. Teacher turnover appears to have been voluntary rather than the result of strategic staffing decisions.
First 5 Kern Annual Report 2020-2021
Author: Wang, Jianjun
Date: 2022-02-02
Type: Reports - Research
Subjects: State Legislation,Early Childhood Education,State Aid,Accountability,Program Evaluation,Program Effectiveness,Integrated Services,Child Health,Family Programs,Well Being,Child Development,State Programs,Resource Allocation

For more than two decades, California has been charging a 50 cent-per-pack tax on cigarette and other tobacco products and using the money to fund early childhood services under Proposition 10, California Children and Families First Act of 1998. In response to the legislative requirement of Result-Based Accountability (RBA), this report delineates evaluation findings from 39 programs that received $9.2 million of the annual state investment in Kern County, the third largest county in California by land area. Following the RBA model, this report incorporates qualitative and quantitative analyses to present in-depth success stories and statistical results from extensive assessments of program effectiveness and service integration. A five-chapter structure is adopted to support dissemination of the multilevel findings in Fiscal Year 2020-2021. More specifically, built on description of the Commission leadership in Chapter 1, Chapter 2 contains assessment findings to address the results-based accountability across programs in Child Health, Family Functioning, and Child Development. Chapter 3 clarifies service partnership building in Systems of Care. Improvement of child wellbeing and family functioning is summarized in Chapter 4 to document the turning the curve process on important indicators of child wellbeing and parent support. Despite the extensive impact of COVID-19 on young children and their families, positive results are summarized in Chapter 5 to conclude the report with a review of past recommendations and an introduction to new recommendations for next year. Netdraw, Quanteda in R, SAS and SPSS packages are employed to support data visualization, text analytics, and statistical computing. The report includes two appendices, 35 figures, 73 tables, and 141 reference items. [For &quot;First 5 Kern Annual Report 2019-2020,&quot; see ED610410.]
School District Staffing Challenges in a Rapidly Recovering Economy. CALDER &quot;Flash&quot; Brief No. 29-0122
Author: Goldhaber, Dan
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: School Districts,Teacher Selection,School Personnel,Personnel Selection,Economic Climate,COVID-19,Pandemics,Supply and Demand,Teacher Shortage

There is much discussion of late about the significant challenges that schools face with hiring staff for the 2021-22 school year and implementing COVID recovery initiatives. Numerous stories report increasing difficulties recruiting and retaining all manner of school personnel, from bus drivers to teachers. Unfortunately, it is challenging to get a clear and timely picture about the staffing challenges schools face as comprehensive data on the supply and demand of school personnel is generally only available long after the fact. In this research brief, the authors describe what they have learned about the staffing challenges faced by various kinds of school districts endeavoring to hire different school personnel in Fall of 2021. The authors view job postings in the Fall of the school year as reasonable proxies for shortage areas; the underlying assumption is that districts would have liked to have filled these positions prior to the start of the school year either through finding the right staff member before the start of the year, or by retaining staff.
Traditional Grades or Objective-Aligned Feedback: What Type of Instructional Feedback Do High School Students Prefer, and Why?
Author: Gabriel, Nicole M.
Date: 2022-00-00
Type: Dissertations/Theses - Practicum Papers
Subjects: High School Students,Student Attitudes,Preferences,Feedback (Response),Grades (Scholastic),Student Educational Objectives,Academic Achievement,Academic Standards

The purposes of this survey-based, mixed-methods, practical action research study were to: (1) determine the type of instructional feedback that high school students believe supports their learning; and (2) determine how high school students utilize feedback to support their learning. The study assimilated grades with instructional feedback using Student Learning Objectives (SLOs). Students completed an assessment, followed by the provision of two different types of reports: an objective-aligned feedback report and a traditional score report. Findings of the study revealed that 80% of the 40 high school students who participated preferred objective-aligned instructional feedback to traditional instructional feedback (e.g., letter grades). The findings from this study suggest that high school students value instructional feedback for improving their academic performance.