ethanporcaro/eric-fulltext-meta huggingface dataset:
Personalizing Student Learning with Station Rotation: A Descriptive Study
Author: Fulbeck, Eleanor
Date: 2020-07-00
Type: Reports - Research
Subjects: Individualized Instruction,Learning Modalities,Teaching Methods,Learning Centers (Classroom),Influences,Costs,Administrator Attitudes,Teacher Attitudes,Program Implementation,Elementary School Teachers,Middle School Teachers,Principals

AIR researchers conducted a descriptive study of station rotation. The study described what station rotation looks like in classrooms, examined perspectives about station rotation, and explored student learning associated with station rotation. AIR researchers found that teachers and principals had positive perceptions of station rotation. Compared to non-station rotation teachers, teachers who use station rotation reported higher levels of differentiated instruction, more availability of data to drive decision making, and a higher quality digital curriculum. However, based on the study sample, the AIR researchers observed no difference in student test score achievement between students in station rotation classes and similar students in non-station rotation classes. Given study design limitations, the field would benefit from additional research on the effect of station rotation on student learning outcomes. [For the practitioner brief, see ED610295.]
Virtual Exchange for Teaching EU Economics: Building Enriching International Learning Experiences for European Students
Author: Koris, Rita
Date: 2020-11-23
Type: Reports - Research
Subjects: Economics Education,International Educational Exchange,Exchange Programs,Student Attitudes,Partnerships in Education,Universities,Foreign Countries,Case Studies,21st Century Skills,Cultural Awareness,Intercultural Communication,Learning Motivation,Learner Engagement,Teamwork,Cooperative Learning,Program Development,Program Descriptions,College Faculty,Undergraduate Students,Student Projects,Teaching Methods,Virtual Classrooms,Grades (Scholastic),Interdisciplinary Approach

This chapter presents a Transnational Virtual Exchange (VE) Project (TEP) developed in partnership between a Spanish and a Hungarian university. During this semester-long project, students worked in mixed virtual teams exploring selected topics related to the economics of the European Union. This report provides the details of the planning, design, and implementation of the project and reveals its Strengths, Weaknesses, Opportunities, and Threats (SWOT) from the students' perspectives. The in-depth SWOT analyses elaborate on students' disciplinary learning, 21st century skills development, engagement and motivation, use of digital tools, international online teamwork and collaboration, online communication, and intercultural competence. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Recognising Participation in Virtual Exchange: Open Badges and the CLAVIER Contribution
Author: MacKinnon, Teresa
Date: 2020-11-23
Type: Reports - Descriptive
Subjects: Computer Mediated Communication,Networks,Recognition (Achievement),Information Storage,Credentials,International Educational Exchange,Evaluation Methods,Shared Resources and Services,Educational Resources

The CLAVIER (Connected Learning And Virtual Intercultural Exchange Research) network grew rhizomatically as a result of open practice (Blyth, 2019), which is central to the CLAVIER approach. Informed by the field of Computer-Mediated Communication (CMC), the network has provided a safe space to experiment with the development and implementation of open badges to support sustained participation in Virtual Exchanges (VEs). This case study describes the rationale for CLAVIER's open badge framework and its links with the Erasmus+ VE (E+VE) badges. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Personalizing Student Learning with Station Rotation. Practitioner Brief
Author: Fulbeck, E.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Learning Modalities,Teaching Methods,Learning Centers (Classroom),Teacher Attitudes,Program Implementation,Elementary School Teachers,Middle School Teachers

With the start of the school year, educators are looking for instructional strategies that can be adapted for both in-person or virtual instruction at any moment due to the persistent and unpredictable school closures in responses to the COVID-19 pandemic. It is important that these strategies be able to meet every student's individual learning needs particularly as we consider potential learning losses as a result of school closures. Station rotation is one approach to promote personalized learning that policymakers or educators may want to consider implementing to meet students' individual learning needs. In this approach, teachers use technology and have flexibility in grouping students to provide differentiated instruction. Individual classrooms can use station rotation with minimal up-front investment and the model is flexible to work in a variety of classrooms. Station rotation may also be adapted to use with students during in-person and virtual instruction for schools considering hybrid or blended learning models in order to safely re-open in the fall. [For the full report, see ED610292.]
Three Perspective Shifts to Advance Choice. Sketching a New Conservative Education Agenda
Author: Enlow, Robert
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,School Choice,Politics of Education,Educational Quality,School Effectiveness,Student Needs,Accountability

Since the Ronald Reagan era, the conservative K-12 education agenda has centered on two ideas: choice and accountability. The time has come for conservatives to rethink how to put these principles into practice. Initially, &quot;choice&quot; meant school vouchers, and &quot;accountability&quot; meant standards and high-stakes testing. Rather than leave education to politicians and bureaucrats, conservatives wanted to empower families to choose their children's schools--including religious ones--in a market. Meanwhile, educational excellence would be achieved by attaching rewards and penalties to performance as measured by standardized tests. This report presents three ways for conservatives to shift their efforts to advance choice: (1) Shift from &quot;School Choice&quot; to &quot;Educational Choice&quot;; (2) Shift from &quot;Escaping Failing Schools&quot; to &quot;Finding the Right Fit&quot;; and (3) Shift from Top-Down to Bottom-Up Accountability.
Virtual Exchange Strengthens International Youth Work
Author: van de Kraak, Sandra
Date: 2020-11-23
Type: Reports - Descriptive
Subjects: Youth Programs,Computer Mediated Communication,Leadership Training,Online Courses,Educational Technology,Electronic Learning,Program Evaluation,Foreign Countries

Pathways to Youth Leadership was an Erasmus+: Youth in Action long term training involving 24 youngsters from 12 countries. Grant cuts required squeezing the residential programme, originally planned to last three weeks, into two. That is why, after taking part in the Erasmus+ Virtual Exchange (E+VE) training, we successfully added five VE sessions to the project. Youth work relies on personal interaction, experiential learning, and non-formal education. Transferring that into online interaction has been our greatest innovation and challenge. In our field, there is resistance to online activities, but the Covid-19 pandemic is changing this. We need to practise online facilitation, develop the required skills, and define the role E+VE can play in youth work. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
When It Comes to Education, Conservatives Should Stand for Excellence. Sketching a New Conservative Education Agenda
Author: Petrilli, Michael J.
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Excellence in Education,Equal Education,Educational Policy,Educational Practices,Political Attitudes,Extracurricular Activities,Academic Achievement,Academic Standards,School Effectiveness,Talent,Selective Admission,Educational History,Kindergarten,Elementary Secondary Education,High Achievement

As noted by many historians, the modern tale of American education is one of a pendulum swinging between concerns about excellence and those about equity. In many matters of policy and practice, excellence and equity are in tension, if not actual conflict. It can be assumed that progressives will always take the &quot;equity&quot; side. So if conservatives do not make excellence a priority, nobody will. What exactly does the author mean by &quot;excellence&quot;? Three things are presented in this report: (1) organizational excellence; (2) academic excellence; and (3) excellence in extracurricular activities and other nonacademic pursuits.
Immersive Telepresence in Theatre: Performing Arts Education in Digital Spaces
Author: Gorman, Tom
Date: 2020-11-23
Type: Reports - Research
Subjects: Foreign Countries,Theater Arts,Intercollegiate Cooperation,Electronic Learning,Projection Equipment,Videoconferencing,Technology Uses in Education,College Students,Simulated Environment

This case study examines a joint project in performer training and rehearsal conducted between Coventry University (UK) and Tampere University (Finland) using a variety of telepresence and app-based technologies. In this project, two identical spaces, equipped with rear projection screens and linked by videoconferencing technology, were created in both institutions. This study reports on the adaptation of the pedagogical practices to a digital setting [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Virtual Exchange: Romania and Hungary 100 Years Later
Author: Cioltan-Draghiciu, Andra
Date: 2020-11-23
Type: Reports - Research
Subjects: Student Exchange Programs,International Educational Exchange,Foreign Countries,Universities,Virtual Classrooms,Teaching Methods,History Instruction,Graduate Students,Foreign Policy,Barriers,English (Second Language),Second Language Learning,Language Proficiency,Undergraduate Students,Program Descriptions,Student Projects,Student Evaluation,Computer Software,Computer Mediated Communication,College Faculty,Cultural Awareness,Cooperative Learning,World History,War

The aim of this Virtual Exchange (VE) project was to bring together students from the Andrássy Gyula German speaking university (AUB) in Budapest, Hungary, and Lucian Blaga University in Sibiu (LBUS), Romania, in order for them to get to know their neighbors and reflect on the way the end of WWI is remembered 100 years later. In this case study, we discuss the way we conceived the three iterations of the VE (2018-2020), the challenges we faced on different levels, as well as the value of this teaching method for the academic field of history. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Did Spending Cuts during the Great Recession Really Cause Student Outcomes to Decline? EdWorkingPaper No. 20-303
Author: Goldstein, Jessica
Date: 2020-10-00
Type: Reports - Research
Subjects: Budgeting,Retrenchment,Educational Finance,Economic Climate,Outcomes of Education,Academic Achievement,Educational Attainment,Expenditure per Student,Elementary Secondary Education,National Competency Tests,Grade 4,Grade 8,College Attendance,Graduation Rate,High School Graduates

Jackson, Wigger, and Xiong (2020a, JWX) provide evidence that education spending reductions following the Great Recession had widespread negative impacts on student achievement and attainment. This paper describes our process of duplicating JWX and highlights a variety of tests we employ to investigate the nature and robustness of the relationship between school spending reductions and student outcomes. Though per-pupil expenditures undoubtedly shifted downward due to the Great Recession, contrary to JWX, our findings indicate there is not a clear and compelling story about the impact of those reductions on student achievement. Moreover, we find that the relationship between K-12 spending and college-going rates is likely confounded with contemporaneous higher education funding trends. While we believe that K-12 spending reductions may have negative impacts on student outcomes, our results suggest that estimating generalizable causal effects remains a significant challenge.
The Transnational Job Exchange Project: A French-German TEP
Author: Auffret, Katja
Date: 2020-11-23
Type: Reports - Research
Subjects: Exchange Programs,Program Descriptions,Case Studies,International Educational Exchange,Job Applicants,Vocabulary Development,French,German,Employment,Foreign Countries,Second Language Instruction,Second Language Learning,Language Usage,Languages for Special Purposes,Videoconferencing,Virtual Classrooms,College Faculty,College Students,Job Search Methods,Cooperative Learning

The technical institutions Institut Mines Télécom in Albi, France (IMT) and Trier University for Applied Sciences at the Environmental Campus of Birkenfeld, Germany (UCB) have been running Virtual Exchange (VE) projects since 2013. These projects allow the French and German students to use the vocabulary learned in class in a real context and to develop their interaction competencies. This case study reports on the latest project about job searches, in which teams with a German and a French partner were formed and different activities were created to gain insights into the job application procedure. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Moving on Up? A Virtual School, Student Mobility, and Achievement. EdWorkingPaper No. 20-309
Author: Paul, James D.
Date: 2020-12-21
Type: Reports - Research
Subjects: Virtual Schools,Student Mobility,Charter Schools,Academic Achievement,School Effectiveness,Reading Achievement,Mathematics Achievement,Scores,Elementary School Students,Middle School Students

Virtual charter schools provide full-time, tuition-free K-12 education through internet-based instruction. Although virtual schools offer a personalized learning experience, most research suggests these schools are negatively associated with achievement. Few studies account for differential rates of student mobility, which may produce biased estimates if mobility is jointly associated with virtual school enrollment and subsequent test scores. We evaluate the effects of a single, large, anonymous virtual charter school on student achievement using a hybrid of exact and nearest-neighbor propensity score matching. Relative to their matched peers, we estimate that virtual students produce marginally worse ELA scores and significantly worse math scores after one year. When controlling for student mobility during the outcome year, estimates of virtual schooling are slightly less negative. These findings may be more reliable indicators of the independent effect of virtual schooling if matching on mobility proxies for otherwise unobservable negative selection factors.
Tools for Human Capital Management Alignment: Examples from Three TIF Grantees. White Paper
Author: Milanowski, Anthony
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Human Capital,Management Systems,Teacher Recruitment,Teacher Selection,Teacher Persistence,Teacher Effectiveness,Public Schools,Education Service Centers,Performance,Faculty Development,Public School Teachers,Teacher Evaluation,Teacher Orientation,Charter Schools,Mentors

The Teacher Incentive Fund (TIF) and Teacher and School Leader Incentive Program grants have encouraged and supported grantees to develop coherent and comprehensive human capital management systems (HCMS). The goal of such systems is to recruit, select, place, induct, develop, pay, and retain educators with the competencies they need to realize the organization's vision of instructional improvement. In a coherent and comprehensive system, the human capital management (HCM) practices are aligned so that they work together to attract, develop, motivate, and retain educators with the needed competencies. This brief focuses on tools developed by three TIF grantees to help the districts and schools participating in their projects assess and improve the alignment of their HCMS. While the argument for alignment can be compelling, achieving it can be daunting. When confronted with the need to consider the whole set of policies and practices that affect recruiting, placing, inducting, developing, evaluating, compensating, promoting, and retaining educators, it is hard to know where to start. Each of the grantees featured in this brief faced the challenge of working with districts or schools unfamiliar with the concept of alignment. Many partner districts had given little recent attention to their HCM practices. Each of the grantees leveraged TIF technical assistance to develop their tools, but since each also served multiple partners at different stages of HCMS development, the tools take different forms and emphasize somewhat different HCM practices. Overall, the tools should provide states, districts, and schools interested in examining the alignment of their HCMS with examples and ideas for developing their own tools.
Bringing the Joy Back to Education: Microschooling and Distance Learning. Sketching a New Conservative Education Agenda
Author: Ladner, Matthew
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Distance Education,Pandemics,COVID-19,Experiential Learning,Active Learning,Student Projects,Teaching Models,Small Group Instruction

The American K-12 system had serious problems even before the pandemic. Teachers were frustrated, and students suffered growing levels of anxiety and depression, not to mention the downward academic achievement trends of the past decade. A set of promising new schooling techniques has gained traction during the pandemic, which could bring joy back to education. The first is hands-on distance learning, which offers the opportunity to employ creative new staffing models that make better use of teacher time and play to educators' individual strengths to yield better instruction. The second is microschooling, which employs project-based learning and could allow students to individually pursue their interests while maintaining the joy of community. Combined, they could create new opportunities for families and educators to make education more productive, more centered on family preferences, and even more fun for students and educators.
Impact of a Tier 2 Fractions Intervention on Fifth-Grade Students&apos; Fractions Achievement: A Technical Report
Author: Jayanthi, Madhav
Date: 2018-00-00
Type: Reports - Research
Subjects: Fractions,Mathematics Achievement,Small Group Instruction,Grade 5,Elementary School Students,At Risk Students,Elementary School Mathematics,Mathematics Skills,Grade 4,Intervention,Program Effectiveness,Tutoring,Teaching Methods,Classroom Environment,Classroom Techniques,Student Needs

The goal of this randomized controlled trial (RCT) was to evaluate the effectiveness of a small-group intervention in fractions for fifth-graders who are performing below grade level in mathematics. The impact of the fractions intervention was assessed on fifth-grade at-risk students' understanding of foundational fractions concepts and procedural competence with fractions. For the fractions intervention, lessons from the &quot;TransMath&quot;® curriculum (Level 2; Woodward &amp; Stroh, 2015) were modified to create 52 thirty-five-minute lessons focused only on fourth- and fifth-grade level fractions content that could be used in a small-group setting. In this rigorous large-scale RCT, a sample of 1,123 students from three school districts across two U.S. states were screened at the beginning of the school year using a fractions measure developed by the research team. Two hundred and five students who scored between the 15th and the 37th percentile on the screening measure and received parental consent to participate were randomly assigned to the intervention (n = 102) and comparison (n = 103) conditions. Students in the fractions intervention condition received 35-minute tutoring sessions 3-4 times a week. Fraction instruction using the 52 &quot;TransMath&quot; lessons was provided by trained tutors. The comparison condition (n = 103) was business as usual instruction (i.e., core classroom fractions instruction, including intervention or support traditionally provided by the school). Results from the final analytic sample of 186 students (87 in intervention, 99 in comparison) showed that the intervention group significantly outperformed the comparison group on all outcome measures, which included an array of assessments used to measure both student understanding of foundational fractions concepts as well as procedural competence with grade-level fraction material (Hedges' g = 0.66 to 1.08; p &lt; 0.0001).
Too Little, Too Late: A Hard Look at Spring 2020 Remote Learning
Author: Malkus, Nat
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,Public Schools,School Districts,Online Courses,Distance Education,Educational Technology,Electronic Learning,Access to Education,Time,Attendance,Truancy,Asynchronous Communication,Synchronous Communication,Elementary Secondary Education,Equal Education,Academic Achievement,Access to Computers,Internet,Minority Group Students,Low Income Students,Poverty,At Risk Students

This is a comprehensive analytic report in the &quot;School District Responses to the COVID-19 Pandemic&quot; series, covering changes that occurred in public school districts across six waves of data collection, from March 26 to May 29, 2020. American Enterprise Institute's (AEI's) COVID-19 Education Response Longitudinal Survey (C-ERLS) conducted six waves of data collection to provide timely, descriptive snapshots of the nations' school districts. Building on that descriptive work from the spring, this report presents new analyses made possible by adding several other data sources to the six waves of C-ERLS data. This report presents three main sets of findings. The first section examines total instructional time lost during the spring--losses that were much greater in high-poverty schools. The second section looks at how remote-learning offerings differed across districts' student demographics. The final section examines the broader contexts influencing school districts' offerings.