ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Changes to Michigan's Early Childhood Quality Rating and Improvement System (QRIS). REL 2015-029
Author: Faria, Ann-Marie
Date: 2015-03-00
Type: Reports - Research
Subjects: Early Childhood Education,Educational Quality,Educational Improvement,Program Improvement,Program Evaluation,Comparative Analysis,Scores,Cutting Scores,Correlation,Evaluation Methods,Surveys,Self Evaluation (Groups),Child Care,Regression (Statistics),Change,Family School Relationship,Curriculum,School Community Relationship,Educational Environment,Qualifications,Teacher Qualifications,Child Care Centers

Documenting and improving early childhood program quality is a national priority, leading to a rapid expansion of Quality Rating and Improvement Systems (QRISs). QRISs document and improve the quality of early childhood education programs and provide clear information to families about their child care choices. The current study described how early childhood programs were rated in Michigan's QRIS and examined how alternative approaches to calculating ratings affected the number of programs rated at each quality level. Using extant data from 2,390 early childhood education programs that voluntarily participated in Michigan's QRIS, the study found that programs in Michigan self-rated at low quality (level 1) and high quality (level 5) more often than at moderate quality (levels 2 through 4). The study also found that programs with both a self-rating and an independent observation of quality generally had higher self-ratings than observational ratings. The study used simulated data to compare the distributions of ratings in the original QRIS, the newly revised QRIS with relaxed domain requirements, and an approach that only used programs' overall scores. Findings revealed that in the new relaxed system and the total score approach, programs were rated at higher levels of quality when compared to the original QRIS. Finally, the study examined how small changes to the cutoff scores for the observational measure of quality created a new distribution of ratings for high quality programs. Implications of changes to the calculation systems in QRIS are discussed in terms of program ratings and financial implications for states. The following are appended: (1) Description of Michigan's quality rating and improvement system, Great Start to Quality; (2) Description of quality rating improvement systems implemented in Regional Educational Laboratory Midwest Region states; (3) Additional information on instruments; (4) Analysis methods and detailed results for correlational analyses; (5) Programs in the study sample; (6) Descriptive statistics for the version 1.0 and 2.0 approaches of Michigan's Great Start to Quality, by rating and domain; and (7) Associations between the Self-Assessment Survey and form A of the Program Quality Assessment.
Women and Violence: A Study of Women's Empowerment and Its Challenges in Jammu and Kashmir
Author: Gul, Showkeen Bilal Ahmad
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Violence,Empowerment

The focus of this paper is to highlight the violence against women's in Jammu and Kashmir. In Jammu and Kashmir Woman are the most vulnerable and worst hit section of the society especially under situations of violence caused by militancy and armed conflict. They don't only suffer from intense humiliation and harassment but also undergo traumatic experiences with prolonged depression making them mentally sick. However the disturbing situation prevalent in Jammu and Kashmir has hit the Kashmiri women hardest. Thousands of women who have become widows have to bear the entire responsibility of bringing up their children and running the household expenditure. The results drawn were; women in Jammu and Kashmir are still left with lot of issues and challenges related to health, economy, education, politics, domestic violence, declining sex ratio, female feticide and infanticide, state violence, dowry harassment, eve teasing, unequal wages and child labour. The central government, state government, NGO's and local bodies should work jointly for the empowerment of women in Jammu and Kashmir.
Wikis as a Tool for Collaborative Learning: Implications for Literacy, Language Education and Multilingualism
Author: Aydin, Selami
Date: 2014-00-00
Type: Journal Articles
Subjects: Multilingualism,Cooperative Learning,Electronic Publishing,Cultural Awareness,Writing Improvement,Critical Thinking,Second Language Learning,Learning Processes,Learning Motivation,Independent Study,Skill Development,Constructivism (Learning),Schemata (Cognition),Personal Autonomy,Language Skills,Grammar,Educational Research,Second Language Instruction,Teaching Methods,Self Determination

This study presents a review of the literature concerning the use of wikis as a tool for collaborative learning in the second language acquisition and foreign language learning process, as research on the use of wikis is relatively new. The study first introduces the theoretical background behind the use of wikis in the mentioned processes. Then, it reviews the studies concerning wikis as a tool for collaborative language learning. The study concludes that the use of wikis improves basic language skills, encourages positive perceptions of learning, increases motivation, provides opportunities to practice autonomy, and enhances inquiry learning and critical thinking, although they appear to have no effect on cultural proficiency. More importantly, Wikis appear to be an advantageous tool for improving writing, and may have additional benefits in developing literacy in multilingual contexts where access to minor languages in the educational process is limited. The paper ends with practical recommendations for teachers and researchers.
Parental Education Level Positively Affects Self-Esteem of Turkish Adolescents
Author: Sahin, Ertugrul
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Parent Background,Educational Attainment,Self Esteem,Adolescents,Secondary School Students,Middle School Students,Grade 6,Grade 7,Grade 8,Case Studies,Measures (Individuals),Hypothesis Testing,Parent Influence,Demography,Scores,Instructional Program Divisions,Statistical Analysis,Gender Differences

Although the literature on self-esteem has a long and prolific history in Turkey regarding which demographics may influence the self-esteem of adolescents. The research findings are intricate and undermine the need of further research in Turkey. This cross-sectional study re-examined the effects of age, grade level and education level of a mother and father, on the self-esteem of Turkish adolescents, in a substantially large sample. Participants were 2,213 adolescents (1085 boys, 1128 girls). Mean age of participants in this study was 12.76 (SD = 0.96). Participants were 6th, 7th, 8th grade students and recruited from 21 states and one private coeducational secondary school in Amasya. Rosenberg Self-Esteem Scale (Rosenberg, 1965) and Demographic information are used as data collection instruments. One-way analysis of variance (ANOVA) statistical test employed to test statistical hypotheses. Results suggested that there were no significant differences in self-esteem scores according to age and grade level. However, there were significant differences in self-esteem scores with regard to the education level of the mother and the father of these adolescents. These findings suggest that parental education level positively influences self-esteem of Turkish adolescents. The implications of these findings, especially for the guidance and counseling services in Turkish schools, and applications for professionals are discussed.
Civic Education and Charter Schools: Current Knowledge and Future Research Issues
Author: Chudowsky, Naomi
Date: 2012-12-00
Type: Reports - Research
Subjects: Citizenship Education,Charter Schools,Traditional Schools,Comparative Analysis,National Competency Tests,Elementary Secondary Education,School Location,Ethnicity,Educational Trends,Trend Analysis,Social Studies,Grade 8,Grade 12,Grade 4,Teaching Methods,Curriculum Design,Family Environment,Student Surveys,Citizen Participation

In recent years, as schools have shifted more attention to English language arts and mathematics, several groups have made a plea for renewed attention to civic education for all students. One such group is the Spencer Foundation, which promotes research to improve students' civics knowledge and skills and their dispositions for responsible citizenship. Of particular interest to the Spencer Foundation and others are three questions relating to the status of civic education in the rapidly growing sector of charter schools--publicly funded schools that are typically governed by an organization under a contract or charter with a state or other jurisdiction: (1) How does the civics achievement of charter school students compare with that of students in traditional public schools? (2) Do charter schools typically offer different types of civics instruction than traditional schools? and (3) How can the current body of research about civic education and charter schools be strengthened? At the request of the Spencer Foundation, the Center on Education Policy (CEP) at The George Washington University addressed these questions by analyzing data from the 2010 civics assessment of the National Assessment of Educational Progress (NAEP). This is the most recent NAEP civics assessment and the only one that breaks out data for charter schools and traditional public schools. CEP also reviewed the broader research literature on charter schools and civic education and engagement. Their main findings are summarized herein. [This report was written with the assistance of Nancy Kober.]
Year 3 of Implementing the Common Core State Standards: Professional Development for Teachers and Principals
Author: Kober, Nancy
Date: 2013-08-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Elementary School Teachers,Faculty Development,Career Readiness,Surveys,Superintendents,Mathematics Education,Language Arts

Timely, ongoing, and effective professional development for teachers and principals will be critical to the successful implementation of the Common Core State Standards (CCSS). These voluntary state-developed standards in mathematics and English language arts (ELA) outline the knowledge and skills that students in grades kindergarten through 12 are expected to learn to be prepared for college and careers. As of July 2013, the CCSS have been adopted in math and ELA by 45 states and the District of Columbia and by one additional state in ELA only. If teachers and principals are going to be prepared to help their students master the Common Core and pass the aligned assessments that will be ready in school year 2014-15, they will need professional development on various issues related to the standards. To date, little is known about important aspects of professional development related to the CCSS, including which entities are responsible for providing it, what kinds of professional development are being offered, how many teachers and principals have received training to date, and what challenges states are confronting as they try to meet this need. To help answer these questions, the Center on Education Policy (CEP) at The George Washington University included several questions specifically related to professional development within a broader survey about CCSS implementation. The survey was administered to state deputy superintendents or their designees from February through May of 2013. Forty states responded to this survey, including 39 that had adopted the CCSS in both ELA and math and 1 that had adopted the standards in ELA only. Thus, the survey findings represent the views of a majority of the states that had adopted the standards at the time of the survey. The responses of specific states have been kept confidential to encourage frank answers. This report, the third in a series of CEP reports based on the 2013 survey, describes states' responses to the questions about professional development. A section on study methods is appended.
Year 3 of Implementing the Common Core State Standards: State Education Agencies' Views on the Federal Role
Author: Rentner, Diane Stark
Date: 2013-07-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,State Departments of Education,Federal Government,Government Role,Educational Legislation,Federal Legislation,Surveys,Negative Attitudes,Positive Attitudes,Compliance (Legal)

This report, based on a winter/spring 2013 survey of 40 Common Core State Standards-adopting states, examines state education agency (SEA) officials' views on the federal role in implementing the standards. The report finds that, although a direct federal role in implementing the Common Core State Standards has been controversial, a majority of states in the survey support legislative and/or regulatory changes to the federal Elementary and Secondary Education Act to help them with their implementation efforts. The report also addresses the issue of within-state opposition to standards and finds that the vast majority of survey states do not anticipate their state's decision to adopt the standards will be reversed, limited or changed in 2013-14. A section on study methods is appended. [This report was written with the assistance of Nancy Kober.]
Common Core State Standards in 2014: Curriculum and Professional Development at the District Level
Author: Rentner, Diane Stark
Date: 2014-10-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Curriculum Design,Faculty Development,Career Readiness,College Readiness,Educational Assessment,Intervention,Elementary School Teachers,Secondary School Teachers,Principals,Surveys,School Districts,Instructional Materials,Mathematics Instruction,Language Arts

The Common Core State Standards (CCSS) in mathematics and English language arts (ELA) outline the knowledge and skills that students are expected to learn throughout their K-12 education in order to be prepared for college and careers when they graduate. As of October 2014, 42 states and the District of Columbia have adopted the standards in both subjects, and one state has adopted the ELA standards only. Districts and schools in CCSS-adopting states have a limited window of time in which to develop or adopt curricular materials, prepare teachers to teach to the CCSS, and prepare principals to provide leadership on CCSS implementation. This school year, many CCSS-adopting states will begin administering new assessments that measure students' progress in learning the content of the new standards. Eventually, many states will use the results of these assessments to meet federal accountability requirements and determine which schools are lowest-performing and must undergo interventions. Teachers and principals will also be directly affected; many states are developing educator evaluation systems that hold these professionals accountable for their students' mastery of the CCSS. The standards will have an impact on students as well. Not only will they be expected to learn and pass tests on more rigorous content, but some states may eventually use student performance on CCSS-aligned assessments as a factor in decisions about college course placement or granting of a high school diploma. To learn more about districts' strategies, policies, and challenges in implementing the CCSS, the Center on Education Policy (CEP) at The George Washington University conducted a comprehensive survey of a nationally representative sample of school districts in states that had adopted the Common Core at the time of the survey in the spring of 2014. CEP previously surveyed school districts about the Common Core in 2011 and surveyed state education officials several times about state implementation of the CCSS, most recently in 2013. This report, one of three based on the 2014 survey, discusses districts' efforts to develop and put in place CCSS-aligned curricular materials and to provide professional development to teachers and principals to prepare them for the standards.
Year 3 of Implementing the Common Core State Standards: An Overview of States' Progress and Challenges
Author: Rentner, Diane Stark
Date: 2013-08-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Mathematics Instruction,Language Arts,Career Readiness,College Readiness,Surveys,Superintendents,Administrator Attitudes,Program Implementation,Curriculum Development,Difficulty Level,Instructional Design,State Departments of Education,Faculty Development,Educational Finance,Financial Support,Elementary School Teachers,Secondary School Teachers,Secondary School Students,Elementary School Students

States are in a crucial phase of implementing the Common Core State Standards (CCSS), which outline the knowledge and skills that students in grades kindergarten through 12 are expected to learn in mathematics and English language arts (ELA) to be prepared for college and careers. As of July 2013, 45 states and the District of Columbia have adopted these voluntary, state-developed standards in both subjects, and an additional state, Minnesota, has adopted the CCSS in ELA only. To learn more about states' strategies, policies, and challenges in this third year of implementing the CCSS, the Center on Education Policy (CEP) at The George Washington University conducted a comprehensive survey of deputy superintendents of education or their designees in February through May of 2013. Forty states responded, including 39 that had adopted the CCSS in both math and ELA and 1 that had adopted the standards in ELA only. Thus, the survey findings represent the views of a majority of the adopting states at the time of the survey. The responses of specific states have been kept confidential to encourage frank answers. This report, the second in a series of CEP reports based on the 2013 survey, provides an overview of state efforts to implement the Common Core. This report discusses state views of the rigor of the CCSS, their impact on learning, and necessary changes in curriculum and instruction; state timelines for teaching curricula aligned to the CCSS; state activities to implement the CCSS, including collaborative efforts with other states and the impact of state funding cuts; implementation challenges; and the capacity of state education agencies (SEAs) to carry out CCSS-related activities. A section on study methods is appended. [This report was written with the assistance of Nancy Kober.]
Common Core State Standards in 2014: District Implementation of Consortia-Developed Assessments
Author: Rentner, Diane Stark
Date: 2014-10-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Educational Assessment,Mathematics Tests,Language Tests,Language Arts,Consortia,Educational Legislation,Federal Legislation,Surveys,School Districts,Superintendents,Career Readiness,College Readiness,Educational Technology,Technology Uses in Education,Remedial Instruction

Later this school year, states that have adopted the voluntary Common Core State Standards (CCSS) are scheduled to begin testing students' progress in learning the content of the standards in mathematics and English language arts (ELA). Many of these states belong to one of two consortia--the Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers (PARCC)--that are developing online assessments aligned to the CCSS. Since the consortia assessments will be ready to administer in school year 2014-15, states, districts, and schools have just months to ensure that their teachers and students are fully prepared to teach and learn the content in the CCSS, and that systems are in place to facilitate the online administration of the consortia- developed assessments. The federal No Child Left Behind Act requires states to measure student mastery of state academic standards and use those test results, along with other information, to make school accountability decisions. Therefore, CCSSadopting states that administer the consortia-developed assessments will use the results on those tests for important accountability decisions in the coming year. In addition, some states may eventually use these assessments results as a factor in decisions about college course placement or granting of a high school diploma. What steps have districts taken to prepare for the new assessments, and what challenges do districts face in implementing them? This report addresses these and other questions using data from a comprehensive survey of school districts conducted by the Center on Education Policy (CEP) at the George Washington University. The survey was administered in the spring of 2014 to school superintendents or their designees in a nationally representative sample of districts in states that had adopted the CCSS at the time of the survey. Key findings included: (1) Impact of new assessments; (2) Impact on other local assessments; (3) Technology challenges; and (4) Plans for student remediation and support. The data in this report come from a subset of districts participating in the broader survey. The subset consists of districts that a) were located in CCSS-adopting states that belonged to either the Smarter Balanced or PARCC consortium at the time the survey was conducted; and b) reported that they intended to administer assessments developed by one of these consortia.
Year 3 of Implementing the Common Core State Standards: States Prepare for Common Core Assessments
Author: Rentner, Diane Stark
Date: 2013-08-00
Type: Reports - Research
Subjects: State Standards,Academic Standards,Educational Assessment,Mathematics Instruction,Language Arts,Elementary School Students,Secondary School Students,Career Readiness,College Readiness,Surveys,Superintendents,Program Implementation,Alignment (Education),Consortia,Faculty Development,Remedial Instruction,State Departments of Education,Educational Legislation,Federal Legislation

With the voluntary Common Core State Standards (CCSS), states have sought to establish clear, high expectations that are consistent across participating states and that signal what K-12 students should learn in mathematics and English language arts (ELA) to be prepared for college and careers. As of July 2013, the CCSS have been adopted by 45 states and the District of Columbia in both subjects and by one additional state in ELA only. To learn more about states' policies, progress, and challenges in assessing students' mastery of the CCSS and preparing to implement assessments aligned to these standards, the Center on Education Policy (CEP) at The George Washington University included several specific questions about assessment within a broader state survey on Common Core implementation. The survey was administered to state deputy superintendents of education or their designees from February through May of 2013. Forty states responded, including 39 that had adopted the CCSS in both ELA and math and 1 that had adopted the standards in ELA only. Thus, the survey findings represent the views of a majority of the adopting states at the time of the survey. The responses of specific states have been kept confidential to encourage frank answers. This report describes states' responses to questions from the survey about assessments aligned to the Common Core. A section on study methods is appended. [This report was written with the assistance of Nancy Kober.]