ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing Overtesting: The Student Assessment Inventory in Action
Author: Kaase, Kris
Date: 2016-03-00
Type: Reports - Research
Subjects: Student Evaluation,Evaluation Methods,School Districts,Testing,Stakeholders,Parents,Teachers,Students,Student Diversity,Communication Strategies,Student Characteristics,Testing Programs

Across the country, education leaders are adding their voices to the call to address the issue of overtesting in schools. To assist districts in ensuring they have a coherent assessment strategy in place and only administer tests that are useful and of high quality, Achieve developed the &quot;Student Assessment Inventory for School Districts&quot; in 2014. Designed from a student perspective, the process can be used by education leaders to make decisions about what amount of testing is appropriate and to be more transparent with parents about the testing in schools. In 2015, Achieve provided targeted support to districts and support organizations in Connecticut, Illinois, Ohio, and Tennessee to complete the inventory process, make recommendations, and take action to streamline assessment systems and ensure that they are coherent and high quality. This report tells their stories, which we hope will show that districts around the country can proactively and effectively address the overtesting issue. These districts have taken real, concrete steps to reduce the testing burden on students while ensuring that educators have the valuable information they need to improve student performance. [Funding for this report provided by the High Quality Assessment Project.]
Planning Supports for Students with Intellectual Disability in General Education Classrooms
Author: Thompson, James R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Students with Disabilities,Regular and Special Education Relationship,Inclusion,Problem Solving,Planning,Needs Assessment,Student Needs,Elementary Schools,Teacher Role,Teacher Attitudes,Access to Information,Barriers,Systems Approach,Time Management,Educational Resources,Teacher Collaboration

For most students with intellectual disability (ID), education in the least restrictive environment has been determined to be separate special education classrooms. One means to promote greater participation in general education classrooms is for educators to identify and arrange individualized supports that students need to be successful. We conducted focus group interviews with 33 educators in 6 schools from 3 states to explore how they currently plan supports for their students, obtain their opinions on the usefulness of a systematic problem-solving process for supports planning, and gather their perspectives on resources, including the nature of technical assistance, that would be most helpful in planning individualized supports. Themes from the focus group interview transcripts were identified and recommendations for increasing educator competencies in planning and monitoring individualized supports for students with ID in general education classrooms are provided.
Factors That Affect Grade Nine Students in Rawalpindi, Pakistan
Author: Terry, Marion
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Grade 9,High School Students,Adolescents,Video Games,Telecommunications,Handheld Devices,Student Behavior,Correlation,Parent Child Relationship,Extracurricular Activities,Self Concept,Gender Differences,Peer Relationship,Leisure Time,Academic Achievement

In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting.
Better Careers for Californians: Innovations Tackle Systemic Barriers to Advancement for Low-Wage Workers
Author: Grobe, Terry
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Low Income Groups,Labor Force Development,Barriers,Educational Change,Partnerships in Education,Educational Innovation,Postsecondary Education,Promotion (Occupational)

Millions of working Californians are unable to fulfill their families' basic needs. Higher-paying jobs that require specialized skills are beyond their reach, and many entry-level jobs are likely to be automated by 2022, so there is an urgent need to redesign the state's education and training systems to help people get the skills they need to secure family-supporting jobs. This brief--the first in a series--describes the challenges facing people in low-wage jobs and examines the shifts in relationships between employers, education and training providers, community agencies, and workers that will be required to keep up with the rapid pace of economic change and technological innovation. [This report was written with Joel Vargas and Alice Rice.]
Better Careers for Californians: Innovations That Build the Talent Pipeline
Author: Grobe, Terry
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Low Income Groups,Labor Force Development,Educational Change,Partnerships in Education,Educational Innovation,Postsecondary Education,Promotion (Occupational),Employers,Community Colleges,Nonprofit Organizations,Employment Services

Millions of working Californians are unable to fulfill their families' basic needs. Automation is likely to eliminate many of their jobs by 2022, and higher-paying jobs that require specialized skills, while plentiful, are beyond their reach. Therefore, there's an urgent need to redesign the state's education and training systems to help people get the skills they need to secure family-supporting jobs. This brief--the second in a series--describes innovations advanced by organizations participating in the James Irvine Foundation's Better Careers initiative. Developments that help connect California workers to good jobs and advancement opportunities include substantive investments by employers, the emergence of new avenues for entering and connecting with growing industries, and intermediaries' efforts to scale innovative approaches. [This report was written with Joel Vargas and Alice Rice.]
Inclusive Economic Development: Good for Growth and Good for Communities
Author: Schmitt, Alison
Date: 2020-01-09
Type: Reports - Descriptive
Subjects: Economic Development,Inclusion,Economic Opportunities,Investment,Social Influences

Many communities are embracing &quot;inclusive economic development&quot; as a way to address inequity that persists even as the economy grows. In an effort to spark a national conversation about the conditions needed to achieve inclusive economic development, this report gives an overview of what JFF [Jobs for the Future] has learned about the topic through our research and in the field.
Preparing Opportunity Youth for the Future of Work
Author: Jobs for the Future
Date: 2020-01-02
Type: Reports - Descriptive
Subjects: Out of School Youth,Unemployment,Youth Employment,Futures (of Society),Technology,Late Adolescents,Job Skills,Ethnic Groups,Education Work Relationship,Poverty,Disadvantaged,21st Century Skills,Semiskilled Workers,Employment Opportunities,Skill Development,Experiential Learning,Financial Support,Incentives

The future of work--resulting from fast- paced changes in technology, artificial intelligence, robotics, and fluctuations in the way we perform work--will create economic growth and new jobs across the country, but only for communities that are prepared and for workers with the necessary skills. This report outlines Jobs for the Future's policy recommendations to prepare opportunity youth to meet the challenges the changing nature of work poses.
Evaluation of Parents&apos; Thoughts on Effects of Sports on Children Diagnosed with Autism Spectrum Disorder
Author: Isik, Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Athletics,Children,Autism,Pervasive Developmental Disorders,Psychomotor Skills,Cognitive Ability,Daily Living Skills,Child Behavior,Behavior Problems,Interpersonal Competence,Skill Development,Foreign Countries

The aim of this study was to assess opinions of families whose children are diagnosed with autism spectrum disorders on the impact of participation in sports on children. The research was carried out using qualitative method in a phenomenological design. The study group consists of 8 families of children with autism spectrum disorders that are doing sports for at least one year, and those families are selected according to &quot;convenience sampling&quot; of purposeful sampling methods. The data were collected by a semi-structured individual interview form based on review of literature, expert opinions and pilot practice. Content analysis technique was used to analyze the collected data. The questions in the interview form were designed to cover the development of children's motor skills, mental skills, daily life skills, problematic behaviors, social skills and sporting branches. According to research findings, it has been found that children's motor skills, mental skills, daily life skills, problematic behaviors, social life skills and sport skills have been developed and changed positively in so many ways.
Investigations of the Communication Skills with Respect to Different Variabilities of Sport Sciences Faculty Students: Example of Kocaeli University, Turkey
Author: Serarslan, M. Zahit
Date: 2019-00-00
Type: Journal Articles
Subjects: Communication Skills,College Students,Athletics,Physical Education,Foreign Countries,Gender Differences,Age Differences,Departments,Aggression

The purpose of this research is to determine whether the communication skills of Kocaeli University School of Sports Sciences students differ according to some demographic variables. For this purpose, 270 students from the School of Physical Education and Sports at Kocaeli University Sports Sciences Faculty, Coaching Education, Sports Management, Recreation and Physical Education and Sports Teaching Department participated voluntarily. The data were gathered with &quot;Personal Information Form&quot; and &quot;Communication Skills Assessment Scale&quot; (IBDÖ), which was developed by Korkut (1997) to determine communication skills levels of university students which was later validated. IBDÖ is 5 Likert type scales. This form is comprised of 25 articles. SPSS 22 package program was used to analyze the obtained data. In the analysis of the data, T-test and Anova analysis were used. The difference between the variables was interpreted on the basis of p0.05 significance level. As a result of the study, there was found a significant difference between students' communication skills according to their gender and the class they study, and there was not significant difference between communication skills according to their age and the department they studied.
A Framework to Evaluate Cognitive Complexity in Mathematics Assessments
Author: Achieve, Inc.
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Mathematics Tests,Difficulty Level,Evaluation Criteria,Cognitive Processes,Test Items,Classification,Evaluation Methods

In 2013, the Council of Chief State School Officers (CCSSO), working collaboratively with state education agencies, released a set of criteria for states to use to evaluate and procure high-quality assessments. The mathematics section of the document included five content-specific criteria to evaluate alignment of assessments to college- and career-ready mathematics standards (C.1-C.5). In 2016, both the Thomas B. Fordham Institute and the Human Resources Research Organization (HumRRO) used the criteria to evaluate a set of statewide summative assessments: ACT Aspire, the Massachusetts Comprehensive Assessment System (MCAS), PARCC, and Smarter Balanced. Fordham examined grades 5 and 8 assessments, while HumRRO evaluated high school assessments. Reports for each of these studies included recommendations to improve the methodology. Achieve, in partnership with Student Achievement Partners and in consultation with other content and assessment experts, worked to make these improvements, and in 2018 used the updated methodology to review the ACT. This brief describes efforts to address the evaluation of two mathematics criteria--Assessing a balance of concepts, procedures, and applications (C.2) and Requiring a range of cognitive demand (C.4)--to provide conceptual and methodological clarity for states designing summative assessments, assessment developers, and organizations evaluating assessment alignment and quality. Both criteria C.2 and C.4 are interrelated. Achieve's approach to addressing C.2: Assessing a balance of concepts, procedures, and applications, which Fordham in their review was not able to fully evaluate is described. Second, C.4 is examined: Requiring a range of cognitive demand, which traditionally has used Webb's Depth of Knowledge (DOK) as its lens. Achieve proposes a new mathematics-specific approach to measuring cognitive complexity for C.4, and which draws on the methodology developed for C.2.
Development of Critical Thinking Skill Programme for the Student Teachers of Diploma in Teacher Education Colleges
Author: Chavan, A. A.
Date: 2014-03-00
Type: Journal Articles
Subjects: Critical Thinking,Skill Development,Thinking Skills,Student Teachers,Program Effectiveness,Teacher Education,Foreign Countries

The importance of education and its role should be to open up minds and ensure that it thinks reasons and analyzes. The National Curriculum Framework 2005 places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education. To enhance the knowledge, values and skill among student it is necessary to enhance these in teacher first. Critical thinking is a type of reasonable, reflective thinking that is aimed at deciding what to believe or what to do. This paper examines the critical thinking skill of three D.T.Ed, college student teachers' in the Kolhapur city and develop a programme to check the effectiveness of It. Findings are discussed most of the student teachers are poor in acquiring expanding question skill aspect, evaluating question skill aspect and analyzing question skill aspect of critical thinking skill. The treatment given to experimental group has produced significant difference in score of critical thinking skill and it can be said that the programme on development of critical thinking skill significantly enhances the critical thinking skill.
Factors That Affect Grade Nine Students in Northern Canada
Author: Terry, Marion
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,High Schools,Rural Schools,High School Students,Grade 9,Correlation,Grades (Scholastic),Attendance Patterns,Recreational Activities,Video Games,Telecommunications,Handheld Devices,Interpersonal Relationship,Extracurricular Activities,Leisure Time,Gender Differences,Self Concept,Adolescents

In response to concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale survey to examine the relationships between academic performance (defined as school attendance and final grades) and recreational video gaming and texting. Questions about video gaming and texting were included with other questions about social relations, extra-curricular activities, and leisure-time activities. The focus for inquiry was three high schools in remote communities within a school division north of the 55th parallel in Manitoba, Canada. Complete data sets were obtained for 21 grade 9 students who volunteered with their parents' written permission. The students answered the survey questions in their respective schools at times selected by the school administrators. Administrative secretaries at each school collected the students' academic performance data: attendance records and final marks in English, mathematics, science, and social studies. The researchers determined Pearson-product moment correlations for the linear school performance data, and Spearman rho correlations for the nonlinear Likert-scale survey data -- both with calculations of two-tailed probability of error. In this report, the results are collated into 20 tables that reveal coefficients ranging from good to perfect, based on correlating 165 pairs of variables concerning the following factors separated by gender: video games, texting, school, self-concept, peers, parents, and non-academic activities other than playing video games and texting. In consideration of their findings, the researchers recommend that school professionals advise parents and students of the deleterious effects of playing video games and texting excessively.
STEM Six-Year Strategic Plan: An Integrated K-12 STEM Approach for Indiana
Author: Indiana Department of Education
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Educational Planning,STEM Education,Elementary Secondary Education,Educational Quality,Educational Improvement,Evidence Based Practice,Problem Based Learning,Active Learning,Inquiry,Educational Objectives,Program Implementation

As one of the national leaders in innovative public education strategies focused on future talent development, Indiana is positioned to create a sustainable, collaborative strategy for K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction, curriculum, and career exploration and exposure. To provide a comprehensive, coordinated, progressive, and responsive plan for STEM learning expansion, the Indiana Department of Education (IDOE) has created this Indiana STEM Strategic Plan. This plan provides guidance to all stakeholders in developing and actively creating a thriving, interactive, and relevant K-12 STEM focus. This plan will lay the foundation for a future where: &quot;All Indiana students in grades K-12 will graduate with critical thinking skills and be prepared for an innovation-driven economy by accessing quality, world class STEM education every day in the classroom by 2025.&quot; [This report was produced by the Indiana Department of Education, Office of Workforce &amp; STEM Alliances. Contributing writers included: Great Lakes Comprehensive Center at American Institutes for Research and the Central Indiana Corporate Partnership (CICP).]
Attitude Assessment of Sighted Pupils towards Visually Impaired Peers in Integrated Primary Schools: A Case of Nakuru
Author: Wanjohi, Jotham Kariuki
Date: 2019-03-00
Type: Journal Articles
Subjects: Student Attitudes,Students with Disabilities,Attitudes toward Disabilities,Elementary School Students,Children,Visual Impairments,Inclusion,Gender Differences,Peer Relationship

The attitude of 94 and 91 sighted girls &amp; boys towards their visually impaired peers in integrated schools. Stratified random selection of pupils was used to measure their attitude. There was no perceptual difference between girls &amp; boys towards their visually impaired peers in integrated schools. Integration for boys &amp; girls should continue.
Long-Term Impacts of KIPP Middle Schools on College Enrollment and Early College Persistence
Author: Coen, Thomas
Date: 2019-09-26
Type: Reports - Research
Subjects: Middle Schools,Program Effectiveness,College Attendance,Academic Persistence,Grade 5,Grade 6,Charter Schools,Disadvantaged Youth,At Risk Students,Intervention,Low Income Students,Minority Group Students

In this report, the authors present the results of a long-term tracking study that follows 1,177 students who applied to enter 1 of 13 oversubscribed Knowledge Is Power Program (KIPP) middle schools through a 5th or 6th grade admissions lottery in 2008 or 2009. Those students are now old enough to have attended college for at least two years. This study uses a randomized controlled trial design to ensure that students who were offered admission to a KIPP middle school (the treatment group) are similar on average to students who did not receive an offer of admission (the control group) on both observable characteristics, such as prior test scores, and unobservable characteristics, such as levels of motivation and parental support.
Cognitive Processing Deficits Associated with Low Literacy: Differences between Adult- and Child-Focused Models
Author: Sabatini, John
Date: 2019-00-00
Type: Reports - Research
Subjects: Cognitive Processes,Adult Literacy,Reading Skills,Reading Comprehension,Reading Ability,Educational Research,Emergent Literacy,Phonology,Phonemic Awareness,Decoding (Reading),Word Recognition,Vocabulary,Semantics,Morphology (Languages),Reading Fluency,Children,Adults,Listening,Naming,Attention,Short Term Memory

In this chapter, we examine adult- and child-focused models of reading with respect to cognitive processing deficits associated with low literacy. We examine influential integrative models of reading and reading comprehension. We then review the empirical literature on components of reading ability, subdivided into three categories: language general, print reading specific, and non-specific cognitive. We find that most deficits discussed in the child-focused literature are also found in studies of adults with low literacy. We conclude with a discussion of implications for adult literacy research and practice. [This chapter was published in &quot;The Wiley Handbook of Adult Literacy.&quot;]
College Track Postsecondary Outcomes: Benchmarking the Performance of the 9th Grade Cohort of 2009. Education Research Brief
Author: Gonzalez, Naihobe
Date: 2019-07-00
Type: Reports - Research
Subjects: College Preparation,Disadvantaged Youth,Access to Education,Grade 9,High School Students,College Applicants,College Bound Students,College Attendance,Academic Persistence,Program Effectiveness,College Readiness,At Risk Students,Gender Differences,Racial Differences,Minority Group Students,Low Income Students,First Generation College Students,Grade Point Average,Graduation

This brief benchmarks the postsecondary outcomes of students in College Track, a comprehensive college preparation program for students from underserved communities. College Track and Mathematica have partnered to conduct a rigorous experimental evaluation of the program, but results will not be available for several years. In the meantime, Mathematica analyzed existing data to benchmark the postsecondary outcomes of College Track students in the 9th grade cohort of 2009 relative to other students in the same cohort with similar backgrounds. Compared to similar students, were students served by College Track more likely to apply to, enroll in, or persist in college? The following key findings emerged: (1) College Track completers were more likely than similar students to apply to multiple colleges; (2) College Track completers enrolled in college at higher rates than similar students, and were much more likely to enroll in four-year colleges specifically; and (3) Persistence in college was similar among students who enrolled in college, although College Track uses a stricter and more rigorous definition of persistence.