ethanporcaro/eric-fulltext-meta huggingface dataset:
University Instructors' Responses on Implementation of Differentiated Instruction in Teacher Education Programs
Author: Lockley, Jeannie
Date: 2017-00-00
Type: Reports - Research
Subjects: Teacher Education Programs,Individualized Instruction,Teacher Educators,Teacher Surveys,Modeling (Psychology),Preferences,Knowledge Level,Student Characteristics,Teaching Methods,Student Evaluation,Qualitative Research,Methods Courses,Likert Scales

General education teachers are encouraged in many teacher education programs to differentiate instruction. The question was if instructors in teacher education programs modeled differentiated instruction (DI) in their teacher education programs. University instructors in teacher education programs were surveyed about their use of DI. DI included different variables related to preassessment for student learning preferences, strengths, and content, use of differing teaching methodologies and assessing. Fewer than half who responded preassessed their students for their learning preferences, strengths, and content knowledge. Almost all participants responded they differentiated the way they taught course material, their methodology. About half indicated differentiating the way they assessed. Qualitative responses indicate instructors noted an importance of modeling the use of DI in a teacher education program, but that they struggled with implementing it themselves. They also indicated it was easier to implement DI in a methods (pedagogy) course than in content (e.g., mathematics, English) courses. Overall, participants did utilize DI in their teacher education program on some level. The differentiated instruction survey is appended.
Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014
Author: Allen, I. Elaine
Date: 2014-10-00
Type: Reports - Research
Subjects: Higher Education,Resource Units,Computer Uses in Education,College Faculty,National Surveys,Teacher Surveys,Educational Resources,Adoption (Ideas),Teacher Role,Comparative Analysis,Barriers,Access to Information,Open Source Technology

Awareness and adoption of open educational resources (OER) has yet to enter the mainstream of higher education. Most faculty remain unaware of OER, and OER is not a driving force for faculty decisions about which educational materials to adopt. This report builds on several previous Babson Survey Research Group efforts exploring the role of OER in higher education. The current research is designed to do two things: determine if the previous results observed among higher education teaching faculty have changed over time, and explore the factors driving these trends in more depth. A nationally representative faculty sample is used in this analysis--designed to be representative of the overall range of faculty teaching in U.S. higher education. A total of 2,144 faculty responded to the survey, representing the full range of higher education institutions (two-year, four-year, all Carnegie classifications, and public, private nonprofit, and for-profit) and the complete range of faculty (full- and part-time, tenured or not, and all disciplines). The responses were compared for 35 unique categories based on the 2005 Carnegie Classification of Institutions of Higher Education. Key findings include: (1) Faculty are not very aware of open educational resources; (2) Faculty appreciate the concepts of OER; (3) Awareness of OER is not a requirement for adoption of OER; (4) Faculty judge the quality of OER to be roughly equivalent to that of traditional educational resources (5) The most significant barrier to wider adoption of OER remains a faculty perception of the time and effort required to find and evaluate it; and (6) Faculty are the key decision makers for OER adoption. Tables are appended.
Evidence Summary for H&amp;R Block College Financial Aid Application Assistance. Top Tier Evidence Initiative
Author: Coalition for Evidence-Based Policy
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Financial Aid Applicants,Evidence,Intervention,Access to Information,Helping Relationship,Low Income Groups,Randomized Controlled Trials,College Attendance,Academic Persistence,Probability,Program Effectiveness,Educational Benefits

U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies (&quot;interventions&quot;) that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as &quot;well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes.&quot; This evidence summary details and evaluates an intervention which provided streamlined assistance in completing the Free Application for Federal Student Aid, or &quot;FAFSA&quot;--which in 2008 was eight pages in length with over 100 questions, and included three additional worksheets with nearly 40 questions. Key elements of the assistance were: (1) specially-designed software used the family's tax return data to answer most items on the FAFSA; (2) the H&amp;R Block tax professional conducted a brief (10 minute) interview with the family to answer the remaining questions; (3) the tax professional provided immediate estimates of the amount of financial aid the targeted family member was eligible for, and the net tuition cost of four nearby public colleges; (4) if all FAFSA information was complete, the tax professional offered to submit the FAFSA electronically to the U.S. Department of Education; and (5) if not all information was complete, a call center phoned the family after the interview to collect answers to the remaining questions and then facilitated submission of the FAFSA to the Department of Education. This intervention increased federal financial aid payments by an average of $375 per participant. The Panel finds that this intervention meets the Congressional Top Tier evidence standard. Intervention benefits and costs are discussed.
Evidence Summary for Success for All, in Grades K-2. Top Tier Evidence Initiative
Author: Coalition for Evidence-Based Policy
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: Educational Change,Reading Programs,Program Evaluation,Elementary School Students,Poverty,Intervention,Identification,Prevention,Reading Difficulties,Ability Grouping,Language Acquisition,Phonemic Awareness,Phonics,Reading Fluency,Tutoring,Cooperative Learning,Reading Instruction,Randomized Controlled Trials,Reading Achievement,Program Effectiveness,Early Childhood Education,Educational Benefits

U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies (&quot;interventions&quot;) that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as &quot;well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes.&quot; This evidence summary describes and evaluates Success for All, a comprehensive school-wide reform program, primarily for high-poverty elementary schools, with a strong emphasis on early detection and prevention of reading problems before they become serious. Key program elements include: (1) daily 90-minute reading classes, each of which is formed by grouping together students of various ages who read at the same performance level; (2) a K-1 reading curriculum that focuses on language development (e.g., reading stories to students and having them re-tell), teaching students the distinct sounds that make up words (i.e. phonemic awareness), blending sounds to form words, and developing reading fluency; (3) daily one-on-one tutoring (in addition to the classes) for students needing extra help with reading; and (4) cooperative learning activities (in which students work together in teams or pairs) starting in the grade 2 reading classes. Success for All meets the Top Tier Evidence Standard, defined by recent Congressional legislation. Discussion of the study quality and a summary of the intervention's benefits and costs are also provided.
Evidence Summary for New York City's Small Schools of Choice. Top Tier Evidence Initiative
Author: Coalition for Evidence-Based Policy
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Urban Schools,Small Schools,School Choice,Poverty Areas,High Schools,Randomized Controlled Trials,Graduation Rate,Intervention,Educational Change,Disadvantaged Schools,Principals,Personnel Selection,Educational Finance,Leadership Training,Public Schools,Partnerships in Education,Program Effectiveness,Educational Benefits

U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies (&quot;interventions&quot;) that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as &quot;well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes.&quot; Between 2002-2008, New York City created Small Schools of Choice (SSCs) to replace large public high schools with graduation rates below 45 percent located in disadvantaged communities. The schools were newly created through a competitive process, in which the city invited applications from prospective school leadership teams. Additional SSC features include: (1) new principals and teachers (as opposed to transfers from a large high school that the SSC replaced); (2) start-up funding from the city's Department of Education and philanthropic organizations (such as the Bill and Melinda Gates Foundation); (3) assistance with leadership development, staff hiring, and program start-up from intermediary organizations (such as New Visions for Public Schools); and (4) partnerships with local businesses or nonprofit organizations that offer students learning opportunities inside and outside the classroom. This evidence summary provides a detailed description of the Small Schools of Choice (SSCs) intervention. The Panel finds that this intervention meets the &quot;Near Top Tier&quot; evidence standard. Evidence of effectiveness, discussion of study quality, summary of intervention's benefits and costs, and benefits to society are also discussed.
Gains in Factual and Applied Knowledge: College Students Using IRIS Modules Assigned as Homework or in Class
Author: Vanderbilt University, IRIS Center
Date: 2017-00-00
Type: Reports - Research
Subjects: College Students,Learning Modules,Homework,Assignments,Self Management,Introductory Courses,Education Majors,Special Education,Comparative Analysis,Pretests Posttests,Multiple Choice Tests,Teaching Methods,Scores,Outcomes of Education

During the 2005-2006 academic year, the impact of IRIS Modules on student learning was conducted to examine how factors related to instructor application of the principles of the How People Learn theory (HPL) affect student learning. The module's content pertained to teaching self-regulation strategies to students. In an introductory class at a large state university aimed primarily at general and special education majors, and with multiple sections offered each semester, three instructors taught the course one semester using the IRIS Module as an independent assignment, considered low HPL (Independently Viewed condition) and the next semester by including portions of the IRIS Module in one of their lectures and then leading a discussion on the module's Initial Thoughts questions, considered high HPL (Instructor Enhanced condition). A total of 480 students were involved across these sections and two conditions. Students in each condition were administered a pretest and post-test, which were composed of both multiple-choice (or closed-ended) and free-response (or open-ended) questions and which presented several scenarios related to teaching self-regulation strategies to students. Responses to these questions involved the application of content covered by the module. The difference between the two module conditions was significantly different with the Viewed Independently group doing somewhat less well on the post-test. Although it was the case that the average post-test score was significantly higher for students in the Instructor-enhanced condition, the gain in learning for both conditions was the same. That is, the difference in post-test scores between the Independently Viewed condition and the Instructor-Enhanced condition was primarily attributable to the fact that students in the former group scored lower on the pretest. This pattern was evident for each of the three instructors.
Online Learning and Teacher Education: Knowledge Acquisition, Application Skills, and Reported Confidence
Author: Vanderbilt University, IRIS Center
Date: 2014-07-00
Type: Reports - Research
Subjects: College Students,Academic Achievement,Learning Modules,Electronic Learning,Teaching Methods,Conventional Instruction,Computer Assisted Instruction,Comparative Analysis,Evidence Based Practice,Disabilities,Academic Accommodations (Disabilities),Knowledge Level,Functional Behavioral Assessment,Pretests Posttests,Scores,Preservice Teachers,Preservice Teacher Education,Outcomes of Education,Special Education

This report presents two studies that demonstrate superior performance of college students after use of free, online instructional Modules, produced by the IRIS Center. When compared to traditional teacher education methods, IRIS Modules yield better outcomes in terms of knowledge acquisition, application skills, and confidence in the use of evidence-based practices (EBPs). IRIS instructional Modules are grounded in John Bransford's &quot;How People Learn theory&quot; (Bransford, 2009; Bransford, Brown &amp; Cocking, 2000). They are delivered through the IRIS Center's barrier-free Website (www.iriscenter.com) at no cost to users. In study 1, college students' increased knowledge about making accommodations for students with disabilities in inclusive settings. Over 300 non-special education majors enrolled in one of three large sections of Introduction to Special Education served as subjects. Through a tightly designed series of studies, learner-outcomes from module-use were tested and proven effective at the 0.001 level of significance when compared to learning from a textbook and three instructors' lectures. Study 2 compared the use of the IRIS Module about functional behavioral assessments (FBAs) and traditionally delivered (lecture-based) college instruction on the same topic. Two indicators of learning were assessed: conceptual application of knowledge and confidence regarding the ability to apply the EBP in practice.
Learning Outcomes of Factual Knowledge: A Comparison of Module and No Module Conditions
Author: Vanderbilt University, IRIS Center
Date: 2017-00-00
Type: Reports - Research
Subjects: Outcomes of Education,Learning Modules,College Students,Urban Schools,Academic Accommodations (Disabilities),Visual Impairments,Introductory Courses,General Education,Special Education,Education Majors,Teaching Methods,Comparative Analysis,Pretests Posttests,Instructional Effectiveness

During the 2004-2005 academic year, a study of the learning outcomes associated with the use of an IRIS Module was conducted at a large urban campus with a diverse student body. The module's content pertained to instructional accommodations for students with visual disabilities. In an introductory class aimed primarily at general and special education majors, and with multiple sections offered each quarter, three instructors taught the course one quarter without the IRIS Module, and the next quarter with the IRIS Module. A total of 620 students were involved across these sections and two conditions. Students in both conditions were administered a pretest and post-test. This brief report illustrates the results of the module comparison.
Report to the Governor and Legislature, June 30, 2009
Author: Hyde, Elizabeth M.
Date: 2009-06-30
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Faculty Development,State Programs,Referral,Public Agencies

This report offers an update on the work of the Department of Early Learning (DEL). This report contains sections that respond specifically to information requested in the 2008 supplemental operating budget regarding: (1) Washington State Child Care Resource &amp; Referral Network; and (2) Washington State Training and Registry System (STARS). The report concludes with a review of the initiatives for the 2009-2011 biennium. The report focuses on finding quality child care for families and supporting the professional development of early educators.
Dispelling Stereotypes of Young People Who Leave School before Graduation. &quot;Don't Call Them Dropouts&quot; Research Series. Research Brief
Author: America's Promise Alliance, Center for Promise
Date: 2016-00-00
Type: Reports - Research
Subjects: Stereotypes,Dropouts,Student Attrition,Resilience (Psychology),Competence,Decision Making,Self Management,Interpersonal Competence,Social Development,Self Concept,High School Students,Personal Narratives,Interviews,African Americans,Hispanic Americans,At Risk Persons,Coding,Family Influence

The number of young people who leave school before graduation continues to be a problem in the United States, with approximately 485,000 young people leaving school each year. Not graduating translates to substantial individual and societal economic, civic, and social costs. Understanding the factors that lead young people to leave school can have significant benefits for these young people and society as a whole. Considerable research on students who leave high school before graduation examines the risk factors in their lives, including the characteristics or skills they lack. However, the Center for Promise's 2014 research report, &quot;Don't Call Them Dropouts,&quot; found that these young people often demonstrate great strengths in their ability to overcome adversity. Using the principles of Positive Youth Development (PYD) theory as a guide, this brief seeks to identify aspects of PYD among young people who have left high school before graduation. This study explores the social and emotional competencies of young people who have left school before graduating from high school. Though often labeled &quot;dropouts,&quot; by society, stereotypes assume that these young people are deficient and simply disengaged--lacking the competencies of those that do graduate. The analyses show that young people who left school expressed the same competencies as those that have been found for young people who are academically successful, and while not always legal or socially acceptable, the competencies of young people who left school before graduating enabled them to pursue and successfully reach their goals. Often, these goals were focused on circumstances that were dissonant with attending school, such as caring for a family member, surviving violent and/or abusive situations, or financially providing for themselves or their families. This brief focuses on a framework developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL), which includes the following core skills: (1) responsible decision-making; (2) self-management; (3) relationship skills; (4) social awareness; and (5) self-awareness. Organizations that help young people resolve issues of trauma, overcome social and economic barriers, and provide access to job training and educational support leverage young peoples' strengths and encourage positive outcomes in their lives. [For the 2014 report, &quot;Don't Call Them Dropouts: Understanding the Experiences of Young People Who Leave High School before Graduation,&quot; see ED545308.]
Illinois Public School District Consolidation: A Tiered Approach
Author: Durflinger, Norm
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Public Schools,School Districts,Consolidated Schools,Educational Research,Educational Policy,Educational Benefits,Barriers,Educational Attitudes,Cost Effectiveness,Academic Achievement,School Size,Educational Quality,Extracurricular Activities,School District Size,Elementary Secondary Education

This policy brief reviews the arguments for and against school district consolidation and the research regarding consolidation effects, with data specific to school districts in Illinois. A tiered approach to studying consolidation potential is presented as a viable option for policymakers to consider. The following topics are presented: (1) Perceptions about Consolidation; (2) What Does the Research Say?; (3) The Illinois School District Landscape; (4) A Tiered Approach to District Consolidation; and (5) Discussion.