ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of California&apos;s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
Author: Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: State Standards,English Instruction,Language Arts,Mathematics Instruction,Educational Innovation,School Districts,Urban Schools,Suburban Schools,Rural Schools,Student Diversity,Minority Group Students,Low Income Students,Academic Achievement,Students with Disabilities,English Language Learners,Geographic Location,Common Core State Standards,Curriculum,Barriers,Faculty Development,Evaluation Methods,Standardized Tests,Student Evaluation,Elementary Secondary Education

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), funded by the Institute of Education Sciences, examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL's Implementation Study, which uses interview data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing California's learning standards in English language arts (ELA) and math. C-SAIL examines how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. C-SAIL researchers interviewed 10 state officials and 13 district officials in six California districts. They selected the six case study districts by identifying two urban, two suburban, and two rural districts with relatively high percentages of SWDs and ELs. They also examined other district characteristics--percentage of students receiving free or reduced-price lunch, student achievement or growth rates, and geographic location within the state--to ensure that their districts represented a range of contextual factors. In this brief, they share insights from the six case study districts, emphasizing California's innovative practices and notable challenges.
Immersive Media and Child Development: Synthesis of a Cross-Sectoral Meeting on Virtual, Augmented, and Mixed Reality and Young Children. Future of Childhood
Author: Sobel, Kiley
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Computer Simulation,Simulated Environment,Young Children,Child Development,Child Health,Child Safety,Social Development,Emotional Development,Cognitive Development,Physical Development,Information Technology,Risk,Physical Health,Mental Health,Adults,Role,Public Policy,Advocacy,Financial Support

What do we know about immersive media--virtual, augmented, mixed, and cross realities (VR, AR, MR, and XR)--and young children? So far, designers, developers, and media producers have been focusing on creating hardware, software, and content for and conducting studies with adolescents and adults--but children find these technologies incredibly appealing. How can we prepare for a future in which immersive media are readily available and a more common part of daily life? On November 6-7, 2018, the Joan Ganz Cooney Center at Sesame Workshop, the School for the Future of Innovation in Society at Arizona State University, and Dubit hosted the inaugural Future of Childhood Salon on Immersive Media and Child Development. Over the course of a day and a half, a cross-sectoral group of approximately 60 child development and media researchers, learning scientists, child health experts, hardware and content developers, educators, journalists, and funders examined these emerging media through various activities, organized around how to ensure VR, AR, MR, and XR are safe, engaging, and beneficial to children's socio-emotional, cognitive, and physical development and learning. This report synthesizes the proceedings of this event, in which participants discussed an agenda for needed research and considerations for responsible development of immersive experiences for children.
Assigning a Valid and Reliable Grade in a Course. IDEA Paper #79
Author: Haladyna, Thomas M.
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Grading,Validity,Reliability,Evaluation Criteria,Higher Education,Grade Inflation,Academic Achievement

The author discusses valid and reliable ways to assign grades in an academic course in any discipline. &quot;Validity&quot; means the accuracy of a grade's reflection of student learning and achievement. &quot;Reliability&quot; concerns the degree of random error that might be present and affect validity. First the author defines a grade as a measure of achievement, then identifies problems with existing grading practices and outlines principles that lead to valid grading. Grading criteria, which should be carefully and thoughtfully selected, are reviewed and categorized as &quot;highly recommended,&quot; &quot;controversial,&quot; and &quot;inappropriate.&quot; Whichever grading method instructors choose should accurately measure their students' achievement, because a grade represents a contract between instructor and student that accurately reflects a particular level of learning. Finally, the author discusses grade inflation.
Judging the Credibility of Quantitative Student Ratings of Instruction Research. IDEA Paper #80
Author: Benton, Stephen L.
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Credibility,Student Evaluation of Teacher Performance,Statistical Analysis,Evaluation Criteria,Validity,Generalization,College Students,Educational Research

Periodically, articles reporting research on student ratings of instruction (SRI), aka student evaluations of teaching, appear in the higher-education press. This literature often summarizes studies that challenge the validity and reliability of SRI. However, before drawing a conclusion about a quantitative study touted in the media, readers should evaluate both the credibility and generalizability of the primary source. In this paper, the authors review one set of criteria that aids in such evaluation--David Krathwohl's (2009) judgments about (a) internal validity or linking power; and (b) external validity or generalizing power. &quot;Internal validity&quot; is the extent to which a study demonstrates that its investigated variables are linked in a relationship. &quot;External validity&quot; is how well a study establishes that its findings are generalizable. Applying such criteria can prevent biased takeaways created from merely reading a news article without assessing the quality of the research paper it summarizes.
Current and Future Uses of Augmented Reality in Higher Education. IDEA Paper #81
Author: Thomas, Rebecca
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Computer Simulation,Educational Benefits,Technology Integration,College Faculty,College Students,Technological Literacy,Expectation,Technology Uses in Education,State Universities,Interaction

Augmented-reality (AR) technology, and its impacts on teaching and learning, have already made their way into elementary, secondary, and higher-education classrooms. The authors discuss why AR matters in the higher-education context, and they describe current examples of AR use that can enhance teaching and learning across multiple fields in higher education, including but not limited to medical education, language learning, and science. They also review AR's pedagogical benefits as well as its challenges and conclude by offering tips for implementing AR in higher education. Although some may be hesitant to adjust their curriculum to accommodate AR, higher-education professionals should at least be aware of how augmented reality can shape teaching and learning, especially as current elementary and secondary students become accustomed to using similar technology in the classroom.
Implementing EPortfolio Tools within Curricula: A Guide for Faculty. IDEA Paper #78
Author: Bair, Emily
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Portfolios (Background Materials),Electronic Publishing,Scoring Rubrics,Comparative Analysis,Learning Activities,Competence,Cooperation,Usability,Preferences,Concept Mapping

EPortfolios can showcase students' learning progression, achievements, and abilities through the purposeful collection of their work. The implementation of ePortfolios within curricula can also demonstrate institutional accountability and serve as primary evidence for accreditation. The authors explore the current available ePortfolio platforms that are utilized in academic settings. They developed a set of evaluation matrices to review current ePortfolio platforms, consisting of (a) learning activities/goals, (b) competency tracking, (c) collaboration ability, (d) access, (e) user-friendliness, (f) customization, and (g) retrospection/concept mapping. Although no ePortfolio platform satisfies all these criteria completely, each possesses individual advantages that make it uniquely useful in particular academic situations. The authors provide a rubric to guide faculty or administrators when choosing an ePortfolio platform, which considers the platform's purpose and how it will be integrated into existing curricula. [This work is supported by the Academic Innovation Funds sponsored by the Office of Academic Innovation at the University of Michigan.]
Implementation of Massachusetts Curriculum Framework in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
Author: Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: State Standards,English Instruction,Language Arts,Mathematics Instruction,Educational Innovation,School Districts,Urban Schools,Suburban Schools,Rural Schools,Student Diversity,Minority Group Students,Low Income Students,Academic Achievement,Students with Disabilities,English Language Learners,Geographic Location,Curriculum,Barriers,Faculty Development,Evaluation Methods,Standardized Tests,Student Evaluation,Elementary Secondary Education,Professional Autonomy

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), funded by the Institute of Education Sciences, examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL's Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Massachusetts Curriculum Frameworks in English language arts (ELA) and math. C-SAIL examines e how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. Since their research began in 2015, C-SAIL researchers have interviewed 10 state officials, and 12 district officials in six Massachusetts districts. They also conducted 12 interviews and focus groups with teachers, principals, and instructional coaches in one of these districts. They selected the six case study districts by identifying two urban, two suburban, and two rural districts with relatively high percentages of SWDs and ELs. They also examined other district characteristics--percentage of students receiving free or reduced-price lunch, student achievement or growth rates, and geographic location within the state--to ensure that their districts represented a range of contextual factors. In this brief, they highlight key insights from the six case study districts, emphasizing Massachusetts innovative practices and notable challenges.
College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation. CCRC Working Paper No. 113
Author: Xu, Di
Date: 2019-10-00
Type: Reports - Research
Subjects: High School Students,College Bound Students,Acceleration (Education),Racial Differences,Advanced Placement,Dual Enrollment,Enrollment Trends,Racial Composition,Ethnicity,African American Students,White Students,Hispanic American Students,Family Income,School Districts,Predictor Variables

This paper estimates the patterns and sources of White-Black and White-Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment (DE) programs across several thousand school districts and metropolitan areas in the U.S. By merging several data sources, we show that both AP and DE enrollment gaps vary substantially across districts. We find that the vast majority of districts have racial/ethnic gaps in AP and DE participation, and about a quarter of districts have racial/ethnic gaps equal to or larger than 10 and 7 percentage points for AP and DE, respectively. Available district-level characteristics and state-level policies explain much more of the geographic variation in AP enrollment gaps as compared to DE enrollment gaps, and local factors (either district-level or metro-level characteristics) dominate state-level factors in shaping these racial/ethnic participation gaps. Among all the available district-level characteristics, racial/ethnic composition and racial/ethnic income disparity are the strongest correlates of participation gaps, where districts with larger proportions of Black and Hispanic students and greater racial/ethnic income disparity are associated with larger racial/ethnic gaps in both AP and DE enrollment.
IDEA&apos;s Teaching Essentials: Quick, Sound Student Feedback. IDEA Paper #77
Author: Benton, Stephen L.
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Feedback (Response),Student Attitudes,Teacher Behavior,Teacher Competencies,Teacher Student Relationship,Student Participation,Course Content,Teaching Methods,Student Motivation,Goal Orientation,College Students,College Faculty,Student Evaluation of Teacher Performance,Teaching Skills,Learner Engagement

IDEA's Teaching Essentials (TE) is a useful tool for gathering student feedback on how frequently an instructor exhibits each of seven behaviors that correlate most highly with student perceptions of course and teaching excellence. TE is appropriate for instructors who desire quick, sound student feedback on (a) displaying personal interest in students and their learning, (b) finding ways to help students answer their own questions, (c) demonstrating the importance and significance of the subject matter, (d) making it clear how each topic fit into the course, (e) explaining course material clearly and concisely, (f) introducing stimulating ideas about the subject, and (g) inspiring students to set and achieve goals which really challenge them. TE's survey items are based on Chickering and Gamson's &quot;Seven Principles for Good Practice in Undergraduate Education&quot; (1987), and they align with Hativa's (2014) essential dimensions of effective teaching. Thus the instrument enjoys both empirical and theoretical support.
Learning across Boundaries: How Parents and Teachers Are Bridging Children&apos;s Interests
Author: Takeuchi, Lori
Date: 2019-00-00
Type: Reports - Research
Subjects: Parent Attitudes,Teacher Attitudes,Teacher Role,Parent Role,Student Interests,Socioeconomic Status,Demography,Environmental Influences,Family School Relationship,Leisure Time,Community Resources,Educational Opportunities,Racial Differences,Ethnicity,Place of Residence,Gender Differences,Marital Status,Elementary Schools,Middle Schools,Preschools,Recreational Activities,Information Technology,Access to Computers,Telecommunications,Handheld Devices,Educational Technology,Computer Use,Family Role,English Language Learners

This report presents findings from separate surveys of 1,550 U.S. parents and 600 pre-K-8 teachers on whether, to what extent, and how U.S. children ages 3-12 are linking their learning experiences across home, school, and community settings. The inquiry paid particular attention to the ways in which caregivers and teachers support and, in some cases, impede the development of young children's interests and the learning associated with pursuing these interests. Focusing on differences across demographics, the developed environment, and socio-economic status while taking an equity perspective, findings highlight areas of weakness and strength in this ecosystem of connected learning, suggesting what we need to pay attention to if we are intent on facilitating seamless learning across boundaries. [Additional funding was provided by the Verizon Foundation.]
Modernizing the Teaching Workforce for Learner-Centered, Competency-Based, Equity-Oriented Education: State Policy Recommendations. Issue Brief
Author: Casey, Katherine
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Student Centered Learning,Competency Based Education,Equal Education,Teacher Education,Faculty Development,Educational Policy,State Policy,Diversity (Faculty),Licensing Examinations (Professions),Credentials,Teaching (Occupation),Alignment (Education)

Transforming K-12 education systems to meet the new economic, civic, and cultural demands of our global society requires a modern teacher workforce. Specifically, it requires a teacher workforce with the knowledge, skills, and systems of supports to be successful in student-centered, competency-based, and diverse learning environments. This brief: (1) articulates a future-ready vision for the teaching profession; (2) frames the role state policymakers can play in advancing toward this vision; and (3) describes state policy priorities that can modernize teaching, including: convening a state task force to craft a unifying vision and roadmap; increasing diversity of the educator workforce; preparing teachers for learner-centered, competency-based, equity-oriented education; redesigning teacher licensure and credentialing; and building balanced systems of assessments that enable learner-centered, competency-based, equity-oriented teaching.
Educating Girls: The Path to Gender Equality. GPE Brief
Author: Global Partnership for Education (GPE)
Date: 2019-05-00
Type: Reports - Research
Subjects: Females,Gender Differences,Gender Bias,Equal Education,Developing Nations,Program Development,Social Justice,Sex Fairness,Access to Education,Educational Quality,Advocacy,Barriers,Elementary Secondary Education,Teacher Characteristics,Poverty,Rural Areas,Women Faculty,School Safety,Sexual Abuse,Sexual Harassment,Cultural Influences,Marriage

Despite significant gains in recent years, education outcomes for girls in developing countries continue to lag behind those of boys. Adolescence is a particularly critical stage for girls, marked by rapid biological and psychological changes as well as powerful social expectations of how their lives should unfold. For many girls in developing countries, adolescence also marks a time of extreme vulnerability: to child marriage, teenage pregnancy, sexual violence, nutritional deficiency and exposure to HIV/AIDS. It also marks a time when pressures of social norms and cultural practices place new restrictions on what girls can do and who they can be. Lack of access to education increases vulnerability to these risks and constraints. Conversely, being in education acts as a powerful protective factor as well as a route to empowerment for girls to determine their own destiny. Achieving gender equality means delivering on three interlinked areas for girls: &quot;health&quot;, &quot;education&quot; and &quot;safety&quot;. GPE [Global Partnership for Education] uses its results-based partnership model to work with developing countries to prioritize planning and spending on girls' education throughout the education cycle, to achieve gender equality. Ensuring girls and boys have equal access to inclusive, quality education is a core principle of GPE's strategic plan, GPE 2020, and GPE's Gender Equality Policy and Strategy 2016-2020. At the advocacy level and in conjunction with its partners, GPE is also promoting working across sectors to meet the holistic needs of girls, from a gender equality perspective.
Associations between the Qualifications of Middle School Algebra I Teachers and Student Math Achievement. REL 2020-005
Author: Stewart, Joshua
Date: 2019-10-00
Type: Reports - Research
Subjects: Middle School Teachers,Mathematics Teachers,Middle School Mathematics,Algebra,Mathematics Achievement,Middle School Students,Teacher Qualifications,Teacher Certification,Educational Background,Licensing Examinations (Professions),Teaching Experience,Disproportionate Representation,Hispanic American Students,Low Income Students,African American Students

Historically, students took Algebra I in high school, but there has been a recent trend toward taking it in middle school (Domina, 2014). In the past two decades the proportion of middle school students taking Algebra I or more-advanced math courses has doubled (Domina, 2014). Success in Algebra I is important because it is a gateway course for advanced math (Star et al., 2015). Students who take and pass Algebra I are more likely to take and pass more-advanced math courses in high school (Snipes &amp; Finkelstein, 2015). This trend has created a need for middle school teachers with more-advanced knowledge of math content, because prior research has suggested that teachers' knowledge of math content plays an important role in student achievement (National Mathematics Advisory Panel, 2008). The current study examines associations between the qualifications of middle school Algebra I teachers and their students' math achievement. Specifically, the study focuses on teacher certifications to teach math, education background, and performance on certification exams, particularly those associated with math content knowledge. Missouri Department of Elementary and Secondary Education staff might use the findings from this study when determining certification rules for middle school Algebra I teachers. The findings might also be useful to education leaders in other states as they consider which teacher qualifications are important for student achievement in Algebra I. Key findings include: (1) Teacher performance on math certification exams and years of experience teaching math were the qualifications most strongly associated with middle school students' Algebra I achievement; and (2) Teacher performance on math certification exams and years of experience teaching math were also strongly associated with Algebra I achievement for students in under-represented subgroups (Black students and Hispanic students) and disadvantaged subgroups (students receiving special education services and students eligible for the national school lunch program).
Teacher &amp; Principal Evaluation Policy. State of the States 2019
Author: National Council on Teacher Quality
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Administrator Evaluation,Principals,Educational Policy,State Policy,Educational Trends,Evaluation Methods,Teacher Effectiveness,Administrator Effectiveness,Surveys

This report is the first in a series by the National Council on Teacher Quality (NCTQ) that examines the current status of states' teacher policies. Updated on a two-year cycle, each will cover a specific area of teacher policy. This report focuses on state teacher policies governing what states require in evaluations of both teachers and principals. These reports are all drawn from data collected for NCTQ's State Teacher Policy Database (STPD), where the full breadth of states' teacher policies are captured and updated on a two-year cycle. They serve the important purpose of highlighting key trends across the nation on teacher policies, showing where the 50 states and the District of Columbia stand relative to one another. This report and the two that follow replace NCTQ's long-running &quot;State Teacher Policy Yearbook.&quot; [Kelli Lakis and Lisa Staresina provided research support to this project.]