ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Early Readers: A Scan of K-3 Literacy Practices in Philadelphia Charter Schools. Young Readers and Writers: A Research Series on Supporting Early Literacy
Author: Comly, Rachel
Date: 2018-07-00
Type: Reports - Research
Subjects: Primary Education,Literacy Education,Charter Schools,Kindergarten,Grade 1,Grade 2,Grade 3,Program Effectiveness,Teaching Methods,Educational Resources,Emergent Literacy,Best Practices,English Language Learners,Relevance (Education),Teacher Attitudes,Faculty Development,Books,Student Evaluation,Reading Difficulties

In Philadelphia, civic and education leaders have identified early literacy programming as critical for overall education improvement. Charter schools enroll about one third of all public school students in Philadelphia. This study seeks to understand how Philadelphia charter schools support their early readers and writers, in order to contribute to knowledge-sharing across schools and identify areas for investment. Researchers invited Philadelphia charter schools and charter management organizations serving kindergarten to third grade students to identify a single representative to participate in a 30-minute interview. The authors interviewed 38 school representatives and charter management organization (CMO) leaders about K-3 literacy practices in their school(s). The authors asked these school representatives to describe their literacy programming, the strengths and challenges of their chosen program, and the additional resources that would most help their school's literacy program. The study found that: (1) Philadelphia charter schools report a broadly similar set of approaches to early literacy programming; (2) Charter schools identified staff capacity for high-quality early literacy instruction as a key lever for improvement; (3) Despite consistency in broad approaches to literacy, charter schools varied widely in their specific resources and strategies; and (4) Certain elements of early literacy programming are both strengths of and challenges for charter schools.
Ministry of Education 2021/22-2023/24 Service Plan
Author: Ministry of Education (British Columbia)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Government Role,Governance,Educational Legislation,COVID-19,Pandemics,Equal Education,Racial Bias,Climate,Conservation (Environment),Sustainability,Economic Development,Accountability,Strategic Planning,Student Centered Learning,Academic Standards,Performance Based Assessment,Educational Finance,Expenditures

British Columbia Ministry of Education's role is to provide leadership and funding to the K-12 education system, through governance, legislation, policy, and standards. The Ministry defines broad best practices and expectations. Specific roles and responsibilities are set out under the &quot;School Act,&quot; &quot;Independent School Act,&quot; &quot;Teachers Act,&quot; &quot;First Nations Education Act,&quot; and accompanying regulations. In 2021/22 British Columbians continue to face significant challenges as a result of the global COVID-19 pandemic. The Government of British Columbia is continually evolving to meet the changing needs of people in this province. Government has identified five foundational principles that will inform each ministry's work and contribute to COVID recovery: (1) putting people first; (2) lasting and meaningful reconciliation; (3) equity and anti-racism; (4) a better future through fighting climate change and meeting British Columbia greenhouse gas reduction commitments; and (5) a strong, sustainable economy that works for everyone. This 2021/22 service plan outlines how the Ministry of Education will support the government's priorities including the foundational principles listed above and selected action items identified in the November 2020 Minister's Mandate Letter. Sections include: (1) Minister's Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Direction; (4) Performance Planning; and (5) Financial Summary (School Districts Resource Summary). [For &quot;Ministry of Education 2019/20-2021/22 Service Plan,&quot; see ED596383.]
K-12 Education Recovery Plan: Guidelines for Boards of Education and Independent School Authorities for the 2021/22 School Year
Author: Ministry of Education (British Columbia)
Date: 2021-06-17
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Planning,Foreign Countries,Public Health,COVID-19,Pandemics,School Safety,Mental Health,Well Being,Canada Natives,Minority Group Students,Students with Disabilities,Foreign Students,Guidance

As British Columbia's K-12 sector shifts from pandemic response to recovery, it is important to recognize students, staff and families have been impacted in many different ways and that some of the longer-term impacts of the pandemic are yet to be realized. Work is already underway across the province, with schools, school districts and community partners taking action to identify these impacts and put necessary supports in place, and these recovery activities will continue throughout the year ahead. This guide provides direction to boards of education and independent school authorities to deliver educational programs and supports in line with provincial pandemic recovery efforts in the 2021/22 school year by: (1) Clarifying provincial expectations; (2) Providing guidance across a number of key topics; and (3) Including links to additional information and resources that can support local decision-making and communication. Boards/authorities are encouraged to apply a compassionate and trauma-informed leadership lens in their recovery planning -- one that places people (and their mental and social-emotional well-being) at the centre and that recognizes the importance of meeting students and staff where they are. This guide, and the &quot;Provincial COVID-19 Health &amp; Safety Guidelines for K-12,&quot; will be further updated in August 2021 to address additional topics and resources.
Evidence-Based Practices for Assessing Students&apos; Social and Emotional Well-Being. Brief No. 13
Author: Hough, Heather
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Evidence Based Practice,COVID-19,Pandemics,Mental Health,Well Being,Emotional Response,Social Support Groups,School Closing,Educational Technology,Electronic Learning,Student Needs,Distance Education,At Risk Students,Social Emotional Learning,Child Health,Resilience (Psychology),Student Evaluation,Student Surveys,Privacy

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts monitor students' social and emotional well-being across the year? In order to answer this question, the brief breaks down the issue into two points: (1) Disruptions to students' mental and emotional health, social systems of support, and learning environments require a new focus on social and emotional well-being; and (2) Although the need to assess students' social and emotional well-being in a virtual environment is new, we can still draw from assessments that were developed and validated prior to the pandemic. Based on these points, the brief provides four strategies to consider and two strategies to avoid.
Leveraging Community Partnerships for Integrated Student Support. Brief No. 14
Author: Murry, Velma McBride
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,School Community Relationship,Elementary Secondary Education,Social Support Groups,COVID-19,Pandemics,Pupil Personnel Services,Holistic Approach

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What does research tell us about how to use community-based resources to address academic and social gaps resulting from the COVID-19 pandemic? In order to answer this question, the brief breaks down the issue into two points: (1) The pandemic revealed and exacerbated problems that have pushed schools and districts beyond their existing capacity to effectively respond; and (2) Partnerships between school districts and community organizations let schools draw on rooted community assets to confront key areas of concern, including basic family needs, technology access, childcare, and academic enrichment. Based on these points, the brief provides four strategies to consider and three strategies to avoid. [This brief was co-prepared by the American University, School of Education.]
Preparing Schools to Meet the Needs of Students Coping with Trauma and Toxic Stress. Brief No. 17
Author: Keels, Micere
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Student Needs,Trauma,Stress Variables,Coping,Social Development,Emotional Development,Behavior Development,At Risk Students,Minority Group Students,Racial Differences,Ethnicity,Low Income Students,Mental Health,School Health Services,Professional Development,Intervention,COVID-19,Pandemics,Natural Disasters,Parent Participation,School Personnel,Community Role,School Counselors,School Social Workers

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What policies, procedures, and practices coupled with professional development can prepare schools to meet the needs of students coping with trauma and toxic levels of stress? In order to answer this question, the brief breaks down the issue into four points: (1) Trauma disrupts the development of core cognitive, social, emotional, and behavioral competencies that are needed to succeed in school; (2) Trauma is broadly experienced across the U.S. student population, but disproportionately concentrated among members of racially and ethnically marginalized and lower-income communities; (3) The pandemic has placed increased pressure on schools to provide mental health support, especially for schools serving racially and ethnically marginalized students, and those living in lower-income communities; and (4) Many teachers and staff members report that they need more training in recognizing and responding to student trauma. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was prepared in collaboration with the Trauma Responsive Educational Practices (TREP) Project.]
The Effect of School Report Card Design on Usability, Understanding, and Satisfaction. REL 2021-101
Author: Chandler, Jesse
Date: 2021-07-00
Type: Reports - Research
Subjects: Records (Forms),School Effectiveness,Institutional Characteristics,Usability,Design,Comprehension,Satisfaction,Access to Information,Visual Aids,Users (Information),Public Schools

Education policymakers view transparency and accountability as critical to the success of schools. To support these goals, the District of Columbia Office of the State Superintendent of Education (OSSE) has developed an online school report card for communicating information about the characteristics and performance of schools. To support OSSE's interest in making report cards more usable, this study assessed the effect of different designs on how easy the report cards are to use and understand, how easy it is to find information in them, and whether users would recommend the site to others. The study found that moving the link to details of the district's School Transparency and Reporting (STAR) framework from the top of the page to beneath the STAR score improved the site's usability and that reporting the number of points possible for each metric led to a better understanding of how the score is calculated. The combination of design features that produced the best performance on all measures included these two design changes. Other designs had mixed effects. In particular, making year-over-year change in school performance salient made it easier to identify which schools had improved the most, but participants disliked this feature (demonstrated by lower ratings for usability and satisfaction). In general, participants who accessed the site with mobile devices had more difficulty using it. This study illustrates how policymakers and practitioners in other states can efficiently test school report card design changes at scale. [For the Study Snapshot, see ED613807. For the appendixes, see ED613808.]
The Effect of School Report Card Design on Usability, Understanding, and Satisfaction. Study Snapshot. REL 2021-101
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Records (Forms),School Effectiveness,Institutional Characteristics,Usability,Design,Comprehension,Satisfaction,Access to Information,Visual Aids,Users (Information),Public Schools

This Study Snapshot highlights key findings from a study on the effect of school report card design on usability, understanding, and satisfaction. The Every Student Succeeds Act requires state education agencies to produce school report cards that present information about school characteristics and performance in a user-friendly way. The District of Columbia Office of the State Superintendent of Education (OSSE) has developed an online school report card for communicating information about the characteristics and performance of schools. To support OSSE's interest in making report cards more usable, this study assessed the effect of different designs on how easy the report cards are to use and understand, how easy it is to find information in them, and whether users would recommend the site to others. The study found that moving the link to details of the district's School Transparency and Reporting (STAR) framework from the top of the page to beneath the STAR score improved the site's usability and that reporting the number of points possible for each metric led to a better understanding of how the score is calculated. This study illustrates how policymakers and practitioners in other states can efficiently test school report card design changes at scale. [For the full report, see ED613806. For the appendixes, see ED613808.]
The Effect of School Report Card Design on Usability, Understanding, and Satisfaction. Appendixes. REL 2021-101
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Research
Subjects: Records (Forms),School Effectiveness,Institutional Characteristics,Usability,Design,Comprehension,Satisfaction,Access to Information,Visual Aids,Users (Information),Public Schools

The &quot;Effect of School Report Card Design on Usability, Understanding, and Satisfaction&quot; study examined the District of Columbia Office of the State Superintendent of Education (OSSE) online school report card. The study assessed the effect of different designs on how easy the report cards are to use and understand, how easy it is to find information in them, and whether users would recommend the site to others. The study illustrates how policymakers and practitioners in other states can efficiently test school report card design changes at scale. This document presents the following four appendixes that accompany the study: (1) About this study; (2) Methods; (3) Supporting analyses; and (4) Sensitivity analyses. [For the full report, see ED613806. For the Study Snapshot, see ED613807.]
Cost-Feasibility Analysis Toolkit for Supplemental Online Programs: User Guide. REL 2021-105
Author: Pratt-Williams, Jaunelle
Date: 2021-07-00
Type: Guides - General
Subjects: Cost Effectiveness,Feasibility Studies,Supplementary Education,Online Courses,Program Implementation,Decision Making,Costs,Computation,Spreadsheets,Check Lists,Semi Structured Interviews,Data Collection

Regional Educational Laboratory Appalachia researchers developed the Cost-Feasibility Analysis (CFA) Toolkit to help education leaders estimate whether implementing supplemental online programs is affordable given a school or district's available resources. The CFA Toolkit guides users through a four-stage process that yields cost information that can support decision-making about implementing such a program. The toolkit includes guidance, helpful resources, and an Excel-based cost-estimation tool that supports users with planning (stage 1), collecting data (stage 2), estimating program costs (stage 3), and determining the feasibility of implementing the supplemental online program (stage 4).
Teacher Candidates&apos; Opinions on Inclusive Education Practices
Author: Sarigöz, Okan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Inclusion,Regular and Special Education Relationship,Foreign Countries,Equal Education,Gender Differences,Instructional Program Divisions,Student Characteristics,Intellectual Disciplines,Cooperation,Educational Environment

Inclusive education model is defined by UNESCO as an education model which involves the processes of respecting the variety of needs of learners, contributes to the participation of learners to the culture and society and helps alleviate discrimination within the educational system. This education model includes all the necessary changes in terms of objectives, content, learning conditions and strategies to be developed, for the purpose of establishing suitable conditions for all children in learning process and taking needed precautions. Although inclusive education was developed towards students with physical disabilities at the beginning, by time this concept has been expanded to cover all the students including those who do not know languages, those having mental problems, immigrants, refugees, the disabled, ethnical and religious minorities, and students having diseases such as AIDS and those with all kinds of problems. The objective of this study is to determine the opinions of teacher candidates studying on education faculty about inclusive education practices with respect to some demographic variables. The working group of the research is formed by students studying in various departments of Education Faculty of Hatay Mustafa Kemal University from the education year of 2018-2019. Inclusive Education Practices Scale was used in the research to collect the views of teacher candidates. The research revealed that teacher candidates pay particular attention on socializing and bonding students, improving their creativity, and helping them involve in educational tasks by themselves; teacher candidates would prefer communicating with students verbally rather than handing out materials, they would act based on the conditions and momentary situation of the class rather than based on the fixed methods and would not assign homework to students unless necessary.
Adaptation of the Coronavirus Anxiety Scale in Turkish for the Higher Education Context: A Validity and Reliability Study
Author: Mor-Dirlik, Ezgi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Translation,COVID-19,Pandemics,College Students,Mental Health,Anxiety,Test Validity,Test Reliability,Likert Scales,Test Construction

Since the onset of the coronavirus pandemic, several studies in medical fields have been conducted; however, the impact of the disease on individuals' psychology has not been covered enough. The measures taken to prevent the spread of COVID-19 have brought various restrictions both in social life and in areas such as education, economy and health. Due to the pandemic and subsequent restrictions, students continuing to higher education are likely to experience some psychological problems such as anxiety and depression. Therefore, studies regarding the anxiety levels of students should be carried out. In line with this need, the aim of the study is to adapt the Coronavirus Anxiety Scale (CAS) into Turkish in the context of higher education. The sample consisted of 513 undergraduate and graduate students. The data collection tools were the CAS and the State-Trait Anxiety Inventory (STAI). The results of the confirmatory factor analysis (CFA) supported the factor structure of the original scale and yielded an excellent fit for all the indices. The original factor structure of the CAS was also confirmed, and the scores significantly correlated with gender, state-anxiety and health status of the participants. The scores obtained from the adapted scale were found highly reliable and valid. The increase in the spread of COVID-19, especially after the mutations of the virus have emerged, indicates that its psychological and behavioral consequences and effects might last longer. To this end, the study has valuable implications for higher education policy makers, university administrators and teaching staff.
Preschool Teachers&apos; Selection of Social Communication Interventions for Children with Autism: An Application of the Theory of Planned Behavior
Author: Hugh, Maria L.
Date: 2021-06-00
Type: Reports - Research
Subjects: Preschool Teachers,Special Education Teachers,Autism,Pervasive Developmental Disorders,Intervention,Interpersonal Communication,Interpersonal Competence,Program Effectiveness,Teacher Attitudes,Self Efficacy,Evidence Based Practice,Social Attitudes,Students with Disabilities,Decision Making,Predictor Variables,Beliefs,Preschool Children

Early Childhood Special Education teachers select practices to use to promote social communication development for their students with autism spectrum disorder. Understanding what evidence-based practices teachers select and why can inform the development of dissemination and implementation supports at the critical Adoption-Decision stage of implementation. The researchers used discrete choice analysis to examine and test the effects of Early Childhood Special Education teachers' beliefs (self-efficacy, attitude, subjective norms; Theory of Planned Behavior) about key evidence-based practices on their practice selections. To assess malleable determinants of practice selection, this study addressed these aims: (1) assess Early Childhood Special Education teachers' beliefs (attitudes, subjective norms, and self-efficacy) about key evidence-based practices, (2) describe which evidence-based practices teachers selected, and (3) examine whether teachers' beliefs predicted practice selections. A web-based survey gathered responses from 222 Early Childhood Special Education teachers. Participants had the most favorable beliefs about naturalistic intervention and the least about discrete trial teaching and scripting. These beliefs aligned with the frequencies with which these practices were selected, and teachers' beliefs predicted which practices they selected. Together, these findings suggest that beliefs serve as determinants of Early Childhood Special Education teachers' practice selections that can be acted on to tailor pre-implementation supports and improve implementation from the start. [This paper will be published in &quot;Autism.&quot;]
Principals&apos; Perceptions of Influence over Decisions at Their Schools in 2017-18. Data Point. NCES 2021-091
Author: Warner-Griffin, Catharine
Date: 2021-07-00
Type: Reports - Research
Subjects: Principals,Administrator Attitudes,Public Schools,Private Schools,National Surveys,Elementary Secondary Education,Decision Making,Institutional Characteristics,Administrator Role,Charter Schools,Traditional Schools,Governance

This Data Point examines the relationship between public and private school principals' perceived influence over various decisions made at their schools before the coronavirus pandemic. This information was reported by U.S public and private school principals on the principal survey of the 2017-18 National Teacher and Principal Survey (NTPS). The NTPS is a national survey of public and private K-12 schools, principals, and teachers.