ethanporcaro/eric-fulltext-meta huggingface dataset:
Specifying and Reporting Implementation Strategies Used in a School-Based Prevention Efficacy Trial
Author: Moore, Stephanie A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Program Implementation,Intervention,Prevention,Trauma,Taxonomy,Program Effectiveness,Evidence Based Practice,Mental Health,Mental Health Programs,School Health Services,Public Schools

Background: Implementation strategies used to enhance the implementation of interventions during efficacy and effectiveness studies are rarely reported. Tracking and reporting implementation strategies during these phases has potential to improve future research studies and real-world implementation. We present an exemplar of how this might be executed by specifying and reporting the implementation strategies that were used during a school-based efficacy trial, Project POWER, which tested a trauma-informed prevention program delivered by a university research team, community members, and school staff facilitators in 29 schools. Methods: Following the conclusion of the 4-year trial, core Project POWER research team members identified the implementation strategies that supported intervention delivery during the trial using an established taxonomy of school-based implementation strategies. The actors, actions, action targets, temporality, dose, and implementation outcomes were specified using established implementation strategies reporting guidelines. Results: The research team identified 37 implementation strategies that were used during the Project POWER trial. Most strategies fell within the categories of Train and Educate Stakeholders, Use Evaluative and Iterative Strategies, and Develop Stakeholder Interrelationships. Actors included members of the research team and partner schools. Strategies were used multiple times during the preparation and implementation phases. Action targets were most often characteristics of individuals, implementation process, and characteristics of the inner setting. Strategies predominantly targeted the implementation outcomes of fidelity, acceptability, feasibility, and adoption. Conclusions: This study provided evidence that implementation strategies are used and can be identified in efficacy research using a retrospective approach. Identifying and specifying implementation strategies used during the initial phases of the translational research pipeline can inform the implementation strategies that are carried forward, adapted, or discontinued in future trials and routine practice to improve implementation and effectiveness outcomes. [This paper was published in &quot;Implementation Research and Practice&quot; v2 p1-17 2021.]
Facebook Social Learning Group (FBSLG) as a Classroom Learning Management Tool
Author: Urbano, Jomar M.
Date: 2022-06-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Student Attitudes,Teacher Education Programs,Preservice Teachers,Teaching Methods,Communities of Practice,Safety,Computer Mediated Communication,Barriers,Pandemics,COVID-19,Integrated Learning Systems,Foreign Countries,Technology Uses in Education

This study focuses on the step-to-step procedure in creating Facebook Social Learning Group (FBSLG) and the perception of students on using FBSLG as learning management tool. Descriptive method was employed in this study participated by two hundred eighty (280) teacher education students in Nueva Ecija University of Science and Technology--College of Education during the academic year 2020-2021 who were purposively selected based on the criteria set by the researcher. Five simple steps on creating FBSLG were discussed by the researcher. Using the adapted survey questionnaire, the data revealed that the students strongly agreed on the four aspects of perception about FBSLG namely: pedagogical affordance, social affordance, technological affordance, and their overall perception on the platform. Some worries of the students on the platform were addressed like the safety of sharing ideas in the FBSLG and some technical difficulties were encountered. It is concluded that the FBSLG is a good platform of conducting classes during this time of pandemic, so the use of this platform to other subjects is highly recommended.
Reviewing the Research on Informed Self-Placement: Practices, Justifications, Outcomes, and Limitations
Author: Morton, Tiffany
Date: 2022-06-00
Type: Information Analyses
Subjects: Standardized Tests,Student Placement,College Preparation,Remedial Instruction,Decision Making,Course Selection (Students),Student Behavior,Guidance,Academic Achievement,Educational Policy,Personal Autonomy,Outcomes of Education,Self Evaluation (Individuals),Mathematics Instruction,English,Community Colleges,Higher Education,Undergraduate Students,Feedback (Response),Task Analysis,Alignment (Education),Holistic Approach,Student Characteristics,Student Experience,Barriers,College Readiness

Research has shown that the standardized placement exams traditionally used to assess students' readiness for entry-level, or gateway, math and English courses are poor predictors of college performance and are associated with decreased student persistence and low rates of degree attainment. Informed self-placement (ISP) is an increasingly popular alternative in which colleges provide information about placement policies, available courses, or other relevant topics to engage students as active participants in their own placement. This brief reviews the existing research on ISP. It discusses the processes and methods used to implement ISP as well as justifications for its use, provides an overview of the available data about how students behave and perform when ISP is used, and makes recommendations for future study. One of the most common reasons for using ISP is to foster student agency, though the amount of agency that students exercise under ISP processes varies widely; the brief discusses the importance of coupling agency with proper guidance. And although some institutions may choose to use ISP as their primary placement system for all students, the literature reveals that many colleges offer ISP as an option to students under specific conditions. Because there have been no large-scale rigorous evaluations of ISP, it is not possible to know the impact of ISP on student outcomes. However, findings from descriptive studies are encouraging, indicating that evaluation studies would be beneficial to the field.
Educational Context: The Factor for a Successful Change
Author: Alshumaimeri, Yousif A.
Date: 2022-03-00
Type: Journal Articles
Subjects: Educational Change,Context Effect,Educational Strategies,Educational Objectives,Curriculum Development,Second Language Instruction,English (Second Language)

Educational change is vital for a number of reasons, one of the most important of which is its role in addressing developments in teaching and learning. Generally, educational change is implemented to make education better and improve outcomes. A focus on teaching English represents a strong area of change in education as it is becoming increasingly necessary to be fluent in English, which is considered a global language. It is important to consider English learning within the context of educational change because it seeks to establish relationships between different components of change, including interrogating its necessity. For example, there must be a justification for teaching and learning the English language. To date, little attention has been paid to context in educational change, and building an understanding of context will lend a new perspective and allow effective strategies to be implemented to support the achievement of intended goals and objectives. Change requires an awareness of context, and every stakeholder must have a clear understanding of the different dimensions, as well as the intent, of the change.
The Inclusion of Non-Traditional Families in Early Childhood Education Programs
Author: Kateli, Sanaya
Date: 2022-08-07
Type: Reports - Descriptive
Subjects: Inclusion,Family (Sociological Unit),Early Childhood Education,LGBTQ People,Social Bias

This paper seeks to outline a comprehensive understanding of the inclusion of non-traditional families in early childhood settings, while addressing the question of how early childhood education programs can create a more inclusive environment for young children that come from LGBT families. This review brings together prior research on the subject of the inclusion and presence of LGBT families within early childhood education environments. Through an examination of three research reports, it is shown that most early childhood classrooms are environments in which heteronormative practices are the dominant ideology presented to children. Research indicates that school wide training programs that prepare teachers to have a proper skillset of inclusive practices helps create more welcoming, accepting early childhood environments. These teacher trainings can help educators and administrators uncover personal biases that should not play a role in determining a school's culture towards inclusion of LGBT families. In order to establish welcoming and inclusive early childhood education programs, schools must support teachers in incorporating inclusive language, literature, and policies within the classroom setting. Ultimately, this paper demonstrates the importance for early childhood settings to foster environments that are inclusive of and actively acknowledges all family structures.
Analysis Items to Assess the Quality of Open Online Courses for Higher Education
Author: Marchisio, Marina
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Educational Experience,Comparative Analysis,Academic Persistence,Check Lists,Educational Quality,Foreign Countries,Guidelines,Student Attitudes,Course Evaluation,Integrated Learning Systems,Secondary School Students,College Credits,Dropout Rate,College Preparation,Teaching Methods,Outcome Measures,College Faculty,Undergraduate Students,MOOCs

The quality of Massive Open Online Courses (MOOC) is an important topic to be addressed by different stakeholders: higher education institutions, MOOC providers, education companies, educational providers. National and international agencies are or will be deeply involved in preparing or attending common guidelines in order to fulfill quality of MOOCs. Some indicators that can help in analyzing quality are provided by the learner point of view, by pedagogy, by instructional design, by outcome measures. The latter has been the most widely adopted, since numerical data help in comparison between different platform or different educational experiences. But these data, such as completion and retention rates, were criticized when used to assess quality of MOOCs. In the literature, there are some checklists and framework that can help and guide the expert or novice designer in the process of MOOC developments. In the present work, we are going to address the experience of the start@unito project, an online platform developed at the University of Torino which offers 50 open online courses in order to facilitate the transition between secondary and tertiary education, making the students anticipate their career by attending a complete university module online prior to enrolment at the university. This could lead to an improvement in the number of ECTS credits acquired during the first year of university studies and to the drop-out rate. An analysis of the start@unito open online courses quality is provided according to the frameworks and checklists. [For the full proceedings, see ED621620.]
Digital Competences for Educators in the Italian Secondary School: A Comparison between DigCompEdu Reference Framework and the PP&amp;S Project Experience
Author: Fissore, Cecilia
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technological Literacy,Teacher Competencies,Problem Solving,STEM Education,Secondary School Teachers,Secondary School Students,Online Courses,COVID-19,Pandemics,School Closing

Schools are facing a new challenge in their approach to education, due to the spreading of digital technologies. New tools and new ideas take shape at an increasing rate. Educators and teachers at all levels need to be trained and keep up to date with technological opportunities. Some help comes from official EU documents providing directions, guidelines, and reference framework. This is the case of the DigCompEdu, a resource about digital competences for educators, which lists 22 digital competences divided into six main areas equally important for the development of good practices in digital education. In this paper, we want to observe the list of competences in the &quot;Problem Posing and Solving&quot; project, an Italian experience with teachers in STEM disciplines , supported by the Italian ministry of Education; this project makes use of digital technologies of different kinds and innovative methodologies that enhance teaching and learning in secondary schools. We will analyze the competency framework from the point of view of teachers and students participating to the project. [For the full proceedings, see ED621620.]
Digest of City Schools Kindergarten Statistics, 2022 Edition
Author: Dewey, Nathaniel A., Comp.
Date: 2022-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: Kindergarten,Urban Schools,Public Schools,School Readiness,Grade 3,Elementary School Students,Reading Fluency,Emergent Literacy,Reading Tests,Grade Repetition,Correlation,Language Arts,Academic Achievement,Mathematics Achievement,Attendance,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,English Language Learners,Students with Disabilities,Preschool Education,Early Intervention,Success

This digest provides descriptive, aggregated statistics related to the experiences of six cohorts of kindergartners who were enrolled in Baltimore City Public Schools (City Schools) from the 2014-15 school year through the 2019-20 school year which is the most recent available. Multiple indicators of kindergarten readiness and outcomes, including Kindergarten Readiness Assessment (KRA), attendance, kindergarten grade repetition, and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment were used. Researchers analyzed the data trends over time to understand children's kindergarten experiences in City Schools over the last six years. In addition, they examined to what extent children's kindergarten experiences are related to their 3rd grade outcomes, measured by the Partnership for Assessment of Readiness for College and Careers (PARCC) English Language Arts (ELA) and mathematics assessments.
Gender Differences in Attitudes towards OBOW Exams: The Case of a Developing Country
Author: El Rassi, Mary Ann B.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,Student Attitudes,Test Format,Computer Assisted Testing,Developing Nations,Foreign Countries,Electronic Learning,Self Efficacy,Anxiety

Despite the increased research interest on the implementation of Open Book Open Web exams in developed countries, there has been very little systematic studies that investigated the difference in gender experience and the cognitive process that could affect attitude towards OBOW exams compared to the traditional ones in developing countries. This paper aims at filling this gap in knowledge by comparing OBOW and traditional exam methods. Several exams in two different contextual settings were done and in three different high schools. The exams were divided into two phases, midterms and finals and several methods were adopted. The sample included 307 students in addition to three focus groups that helped us to identify important factors. Factors such as gender, emotional tension/anxiety, technology self-efficiency, perceived ease of use were important cues that predicted academic performance. At the end of this research paper, we propose a preliminary model that could be detested further with a larger sample. [For the full proceedings, see ED621620.]
The Relationship of Breakfast Consumption, Academic Performance, and Quality Breakfast Type
Author: Tam, Ben
Date: 2022-07-31
Type: Information Analyses
Subjects: Eating Habits,Food,Academic Achievement,Nutrition,Life Style,Health Behavior,Performance,Parent Role,Correlation,Foreign Countries,Cultural Influences,Student Characteristics

This article is about the relationship of breakfast consumption, academic performance and quality breakfast type. It is a collection of relevant literature studies on the relationship of breakfast consumption, students' school performance, and types of breakfast consumed situation. Studies indicated that a healthy lifestyle is important on their academic achievement (Adolphus, 2013). O'Neil (2014) found eating breakfast can increase the cognitive capabilities in the learning process, contrarily, skipping breakfast will not only affect school performance, but also has impact on their psychological and physical development. Studies also pointed that important participation from the parents and caregivers in order to help children develop a healthy habits of breakfast eating (Pearson, 2009). Additionally, quality breakfast is recommended for educating parents. The purpose of this study is to reveal the important value of quality breakfast and to suggest parents and adolescents to pay more attention to breakfast consumption and healthy lifestyle.
Social and Emotional Health. Topical Brief
Author: Region 5 Comprehensive Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Mental Health,Social Emotional Learning,Elementary Secondary Education,Federal Aid,Pandemics,Emergency Programs,COVID-19,Grants

In addition to promoting programs and services that improve academic outcomes, state education leaders identify ways to support the social and emotional health of students, parents, and educators. This topical brief summarizes social and emotional learning (SEL) needs and strategies in Kentucky, Tennessee, Virginia, and West Virginia, as outlined in American Rescue Plan Elementary and Secondary School Emergency Relief plans. Topics presented include: (1) State Needs; (2) State Strategies; and (3) State Support in Kentucky and West Virginia.
Structuring and Operating a Book Study. Guide
Author: Keller, Brad
Date: 2022-05-00
Type: Guides - General
Subjects: Diversity,Social Justice,Inclusion,Race,Racial Factors,Age Differences,Psychomotor Skills,Religion,Sexual Orientation,Altruism,Books,Discussion Groups,Program Development,Role,Facilitators (Individuals),Notetaking,Time,Reflection,Standards,Group Dynamics,Reading Material Selection

This document is a guide through the process of setting up and running a book study about diversity, equity, inclusion, and belongingness, to better create an inclusive and equitable environment where everyone feels they belong. Books on these topics provide tools and context to navigate race, age, physical ability, religion, and sexual orientation. In this context, the topics relate to the workplace and education. The books that are read should teach respect, compassion, and dignity for others. Many books are available in multiple formats, including traditional hard- or paperback books, e-books (e.g., Kindle), and audiobooks. [The Office of Teaching and Learning's Diversity, Equity, Inclusion, and Belonging (DEIB) Team at the Kentucky Department of Education prepared this guide with assistance from the Region 5 Comprehensive Center.]
95 Phonics Booster Bundle™: Summer School Edition &amp; Tune-Up. Level 2 ESSA Evidence: Efficacy Study with Acadience® Reading K-6
Author: Schechter, Rachel L.
Date: 2021-10-22
Type: Reports - Research
Subjects: Summer Schools,Reading Instruction,Phonics,Program Effectiveness,Elementary School Students,Teacher Attitudes,Reading Achievement,Reading Skills,Hispanic American Students,Grade 1,Grade 2,Grade 3,Racial Differences,Ethnicity,White Students

While teaching summer school may require similar skills as reading intervention during the year, rarely are summer school instructors reading specialists. To support these instructors providing high quality instruction, this research study examined the impact of the 95 Phonics Booster Bundle: Summer School Edition (SSE). The SSE is a set of 25 fully-scripted lessons with HTML presentation files designed to quickly bolster phonics skills that had been covered in the previous school year. 95 Percent Group hired LXD Research to conduct an independent evaluation of the SSE. LXD Research designed a quasi-experimental study to determine the ability of SSE to support literacy skill development over the summer months. The Acadience Reading assessment was administered to assess student outcomes (testing occurred in the Spring and Fall). Study 1 used one SSE lesson a day over six weeks, and Study 2 intensively used two SSE lessons a day over one month. LXD Research collected data from 958 students in grades 1-3 to determine the efficacy of the 95 Phonics Booster Bundle SSE product. 479 students were assigned to use SSE and 479 were included as statistically similar comparison students who did not use SSE. The study was conducted in Summer 2021, and spanned two school districts, one in California (63% Hispanic) and one in Arizona (46% Hispanic). Rising first graders who completed one SSE lesson a day across six weeks outperformed similar students who did not attend summer school, according to the Acadience Reading assessment, where SSE students showed an 8-point gain compared to a 6-point slide. For rising third graders who were Well Below Benchmark, students who completed two SSE lessons a day for one month outperformed non-SSE students on Acadience Reading, showing a 16-point gain compared to a 4-point slide. Results for other groups were comparable to the comparison students. The significance of the findings and the rigorous study design provide support for 95 Phonics Booster Bundle SSE as a program that meets the criteria for ESSA Level 2. The findings indicate that the 95 Phonics Booster Bundle SSE is a powerful tool for schools to use to support early literacy and reading development. [This report was produced by LXD Research and 95 Percent Group.]