ethanporcaro/eric-fulltext-meta huggingface dataset:
Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework
Author: Eisenhower, Abbey S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Student Adjustment,Student Characteristics,Parent Participation,Autism,Pervasive Developmental Disorders,Outcomes of Education,Teacher Characteristics,Cognitive Ability,Intervention,Educational Environment,Correlation,Educational Experience,Interpersonal Competence,Prediction,Language Skills,Communication Skills,Literacy,Behavior Problems,Institutional Characteristics,Social Adjustment,Teaching Experience,Elementary School Students

In this conceptual article, we integrate existing literature on early school transitions, ecological systems theory, and student-teacher relationships to propose a framework for investigating the transition to school for children with autism spectrum disorders (ASD). A review of the literature suggests that the quality of early student-teacher relationships may play an important role in this process for young children with ASD. Factors important in predicting student-teacher relationship quality, and ultimately, early school outcomes, are derived from the existing literature, which is heavily focused on the experiences of typically developing children. Hypothesized direct effects of child characteristics, teacher factors, classroom/school characteristics, and parent-school connectedness on student-teacher relationship quality are set forth. Potential moderators of the relation between student-teacher relationship quality and child outcomes are proposed, including child cognitive functioning, child relationships with other school staff, classroom placement, and parent involvement. Continued research on these factors will help identify malleable targets for school-based intervention with teachers and children with ASD to enhance student-teacher relationship quality and, in turn, school adjustment for this student population. [This article was published in &quot;Journal of Applied School Psychology&quot; (EJ1071211).]
Miami-Dade County Public Schools: 2017-2018 Student Performance in the Cambridge Advanced International Certificate of Education Program. Research Brief. Volume 1805
Author: Blazer, Christie
Date: 2018-10-00
Type: Reports - Research
Subjects: Public Schools,High School Students,Racial Differences,Ethnicity,White Students,Hispanic American Students,African American Students,Holistic Approach,International Programs,Curriculum,Advanced Courses,Standardized Tests,Intellectual Disciplines,Scores,Graduation Requirements

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the Cambridge Advanced International Certificate of Education (AICE) Program. Cambridge courses and examinations were offered at 14 MDCPS high schools in 2017-2018. Over 10,500 examinations were taken by M-DCPS students in 28 subject areas in 2017-2018. The number of AICE examinations taken in MDCPS increased by 12% from 2016-2017 to 2017-2018. The District's Hispanic students took 79% of all AICE examinations in 2017-2018. Overall, the percentage of AICE examinations receiving passing scores increased by four percentage points, from 67% in 2016-2017 to 71% in 2017-2018. From 2016-2017 to 2017-2018, the percentage of AICE examinations receiving passing scores increased for all groups of students: by 7 percentage points for White students, by 4 percentage points for Hispanic students and students classified as &quot;Other,&quot; and by 2 percentage points for Black students. At the conclusion of the 2017-2018 school year, 76% of eligible M-DCPS students received AICE diplomas, a two percentage point decrease from 2016-2017.
Career Pathways for Boston&apos;s Opportunity Youth
Author: Rennie Center for Education Research and Policy
Date: 2019-00-00
Type: Reports - Research
Subjects: At Risk Persons,Career Readiness,Career Development,Student Needs,Success,Late Adolescents,Young Adults,At Risk Students,Job Skills,Youth Programs,Employment Qualifications,Career Exploration,Careers,Experiential Learning,Student Experience,High School Students,Postsecondary Education,Higher Education,Employers,Cooperative Planning,Agency Cooperation,School Role,Elementary Secondary Education,Relevance (Education),Role,Financial Support,Racial Differences,Ethnicity,Out of School Youth,Youth Employment

For too many young people, the transition from high school to college or a career poses significant challenges. In Boston alone, nearly 5,000 16- to 24-year-olds are not in school or employed. This group, known as Opportunity Youth, represents incredible untapped promise and potential. Our latest report takes an in-depth look at what career pathways exist for Opportunity Youth by going straight to the source. We held a series of focus groups with Boston youth to gain insight into the educational experiences and career opportunities available across the city. Because they are disconnected from school and employment, their voices are rarely part of the discussion when it comes to setting policy and practice around education and workforce development. Our goal is to uncover factors that contribute to young people's alienation from school and employment by listening to their individual stories and elevating their voices by quoting their words throughout this report. Understanding the landscape of career options for Opportunity Youth also requires hearing from those with a more systemic view. So we spoke with a range of service providers and experts in the field to understand the complicated terrain of services and supports that these young people must navigate to connect with educational and career pathways. This report is the latest in a series of research through our partnership with the Boston Opportunity Youth Collaborative. This includes 2017's &quot;Opportunity Youth: College Success&quot; [see ED589379], which explores policies to improve college graduation rates for opportunity youth, 2016's &quot;Dismantling the School to Prison Pipeline&quot; [see ED598695], which looks at inequities in school discipline and dropout rates, and 2014's &quot;Creating Pathways to Success for Opportunity Youth&quot; [see ED598685], which examines high school equivalency (HSE)-plus programs designed to provide a combination of academic and wrap-around support services. [For the executive summary of this study, see ED598678.]
Career Pathways for Boston&apos;s Opportunity Youth. [Executive Summary]
Author: Rennie Center for Education Research and Policy
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: At Risk Persons,Career Readiness,Career Development,Student Needs,Success,Late Adolescents,Young Adults,At Risk Students,Job Skills,Youth Programs,Employment Qualifications,Career Exploration,Careers,Experiential Learning,Student Experience,High School Students,Postsecondary Education,Employers,Elementary Secondary Education,Relevance (Education),Racial Differences,Ethnicity,Out of School Youth,Youth Employment

Within the city, nearly 5,000 16- to 24-year-olds are not in school or employed. Most of these young people have already earned a high school diploma, but struggle to connect with employment opportunities outside of unstable, low-paying jobs with limited opportunities for advancement. This group, known as Opportunity Youth (OY), represents incredible untapped promise and potential. In a new report, the Rennie Center for Education Research &amp; Policy takes an in-depth look at the state of career pathways for Opportunity Youth by going straight to the source. Through a series of focus groups with Boston youth, researchers gained insight into the educational experiences and career opportunities available across the city. They also spoke with a variety of other leaders in the OY field to gain a comprehensive understanding of the state of local career programming and preparation. The key takeaways from these discussions and recommendations for future action are highlighted in this executive summary. [For the full report, see ED598677.]
Exploring the i-Ready Predictive Capability. Research Brief. Volume 1608
Author: Shneyderman, Aleksandr
Date: 2017-06-00
Type: Reports - Research
Subjects: Standardized Tests,Mathematics Achievement,Language Arts,Reading Achievement,Writing Achievement,Probability,Scores,Grade 8,Grade 7,Grade 6,Grade 5,Grade 4,Grade 3,Prediction,Achievement Tests,Accuracy,Predictor Variables

Curriculum Associates' i-Ready is an adaptive diagnostic and individualized instructional tool that has been used in M-DCPS in the last few years. In addition, in 2016-2017, Curriculum Associates provided the District with results of their predictive model, which used the outcomes of the Fall and Winter i-Ready diagnostic testing to estimate the probabilities of a student scoring at every achievement level on the 2017 FSA ELA and Mathematics for students in grades 3-8. In this Brief, the results of the 2017 FSA are used to investigate the quality of the i-Ready's predictive results.
Exploring the 2018-2019 i-Ready Predictive Capability. Research Brief. Volume 1901
Author: Shneyderman, Aleksandr
Date: 2019-08-00
Type: Reports - Research
Subjects: Standardized Tests,Mathematics Achievement,Language Arts,Reading Achievement,Writing Achievement,Probability,Scores,Grade 8,Grade 7,Grade 6,Grade 5,Grade 4,Grade 3,Prediction,Achievement Tests,Accuracy,Predictor Variables

Curriculum Associates' i-Ready is an adaptive diagnostic and individualized instructional tool that has been used in M-DCPS in the last few years. In addition, Curriculum Associates provides the District with results of their predictive model, which uses the students' outcomes on the Fall and Winter i-Ready diagnostic testing as well as the schoolwide percentages of students scoring proficient on the previous year's Florida Standards Assessments (FSA) in English Language Arts (ELA) and Mathematics to estimate the individual student probabilities scoring at every achievement level on the subsequent FSA ELA and Mathematics grades 3-8. Predictive Capability of i-Ready was first examined in June 2017 and described in the corresponding Research Brief. This Research Brief examines 2018-2019 i-Ready prediction data and their relationship with the 2018-2019 FSA outcomes in ELA and Mathematics. [For the corresponding Research Brief, &quot;Exploring the i-Ready Predictive Capability,&quot; see ED598679.]
Parents&apos; Educational Expectations for Young Children with Autism Spectrum Disorder
Author: Bush, Hillary H.
Date: 2017-12-00
Type: Journal Articles
Subjects: Parents,Expectation,Young Children,Autism,Pervasive Developmental Disorders,Success,Child Behavior,Educational Attainment,Parent Background,Employed Parents,Influences

Among typically developing children, many characteristics have been associated with parents' expectations for their children's adjustment to school and academic progress. Despite the history of increased parental involvement in the education of children with autism spectrum disorder (ASD) relative to parents of children without ASD, there is little research on the educational expectations that parents hold for their young children with ASD and how they are formed. In the current study, we addressed this gap by using a mixed methods design to examine the association between parents' expectations for the level of success their children would achieve during the current school year, and multiple child-, parent/family-, and teacher/school-level factors, among parents of 4 to 7 year olds with ASD (N 121). When these different factors were considered simultaneously, children's externalizing behaviors, parents' educational level, and parents' employment status were found to be significantly associated with parents' expectations of schooling. [This article was published in &quot;Education and Training in Autism and Developmental Disabilities&quot; (EJ1160258).]
Arts Education and Social-Emotional Learning Outcomes among K-12 Students: Developing a Theory of Action
Author: Farrington, Camille A.
Date: 2019-00-00
Type: Reports - Research-practitioner Partnerships
Subjects: Art Education,Social Development,Emotional Development,Outcomes of Education,Elementary Secondary Education,Theories,Self Management,Self Control,Interpersonal Competence,Self Expression,Identification (Psychology),Role of Education

Across existing research literature and among arts educators there is widespread belief that artistic disciplines including music, dance, theatre, visual arts, literary arts, and media arts have a positive effect on children's and adolescents' social-emotional development. This project investigates the relationship between arts education and social-emotional learning and develops a theory of action describing the nature of that relationship. This project consists of two components: a review of literature on this topic and an interview-based fieldwork component with educators, administrators, students, and parents in Chicago Public Schools. The authors propose a theory of action that describes how arts learning experiences have the potential to promote young people's development of social-emotional competencies. The theory emphasizes that the artistic and social-emotional aspects are always happening simultaneously and that, just as a student can learn good or bad piano habits, she can learn good or bad social-emotional habits. Just as the art practices must be cultivated into long-term art competencies through guidance and instruction, the social-emotional components of these activities must be cultivated into long-term social-emotional competencies. This report has three sections. The first describes the theory of action in greater detail, emphasizing the developmental effects of arts education. The second section surveys evidence in three areas of social-emotional development: self-management and discipline, interpersonal and relationship skills, and self-expression and identity. It also provides illustrative examples of the theory of action drawn from literature and our fieldwork interviews. The third and final section describes practical implications of this work and suggests areas for further research. Overall, this report emphasizes that arts education settings are sites of great potential. Learning literary or media arts, visual arts, theatre, dance, or music has great intrinsic benefits for young people, as they are exposed to creative humanistic experiences and the potential for rigorous skill development. [This report was prepared by Ingenuity.]
Higher Education outside Colleges and Universities: How Do We Assure Quality? Policy Brief. Number 2
Author: Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG)
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Quality Assurance,Educational Quality,Online Courses,Large Group Instruction,Nontraditional Education

The combination of a multi-year economic slowdown and Internet-based technologies has encouraged both traditional and new providers of higher education to offer new courses and programs in response to contemporary needs. In particular, the global crisis of unemployment among young people has spawned new types of qualifications (e.g., open badges), new types of informal short courses (e.g., Massive Open Online Courses or MOOCs) and a stronger focus on competencies. It is important to create quality assurance frameworks to give credibility to these developments in order that learners do not feel lost in a &quot;free-for-all&quot; of new higher education provision. The purpose of this policy brief is to propose how a suitable &quot;quality platform&quot; might be created.
International Higher Education and International Quality Standards. Policy Brief. Number 3
Author: Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG)
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Quality,Foreign Countries,International Cooperation,Academic Standards

As higher education is increasingly international, with the growth of institutional partnerships and increased student mobility across borders, &quot;What counts as quality?&quot; needs to be answered internationally as well. Although regional quality assurance efforts (Europe, the Middle East, Africa) currently augment longstanding country-based efforts, there is no single set of international standards by which all quality is to be judged. Is there a need for such standards? Are they becoming an imperative? Or, should quality assurance remain country-based and regional, continuing to primarily emphasize valued cultural diversity and national sovereignty? This &quot;Policy Brief&quot; begins to explore what it would mean to establish a single set of international quality standards for higher education. What are the benefits? What are the disadvantages and challenges? &quot;International quality standards&quot; in higher education refer to agreement or consensus about what constitutes academic quality, including expectations of faculty, curriculum and standards to judge student performance.
Creating Pathways to Success for Opportunity Youth: Lessons from Three Massachusetts Communities. Policy Brief
Author: Rennie Center for Education Research and Policy
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Success,At Risk Persons,High School Equivalency Programs,Program Effectiveness,Academic Support Services,Student Personnel Services,Agency Cooperation,Career Development,College Readiness,Career Readiness,Youth Programs,Student Diversity,Postsecondary Education,Neighborhoods,Out of School Youth,Youth Employment

Today, 6.7 million youth in the United States between the ages of 16 and 24 are neither enrolled in school nor employed. This crisis continues to grow as, each year, over one million additional youth become disconnected from the schools and systems intended to prepare them for their future. Educators and youth advocates have dubbed this disconnected population &quot;opportunity youth&quot; to reflect their unrealized potential and the opportunity we have as a society to strengthen communities and boost the economy by ensuring sustainable life success for all young people. In this policy brief, Creating Pathways to Success for Opportunity Youth: Lessons from Three Massachusetts Communities, the Rennie Center for Education Research &amp; Policy explores high school equivalency (HSE)-plus programs. HSE-plus programs are designed to provide a combination of academic and support services--including wraparound connections, postsecondary transition, and career support--to prepare youth for high school equivalency exams and sustained future success. Research considered Massachusetts' capacity to serve opportunity youth by taking a close look at HSE-plus programs in three communities, examining to what extent local programming reflects best practice and identifying areas where more capacity must be built. The policy brief is organized into several sections: a national review of research literature about HSE preparation programs; characteristics of selected Massachusetts HSE-plus programs; challenges moving forward in Massachusetts HSE-plus; and considerations for policymakers and practitioners.
Meeting in the Middle: Future Directions for Researchers to Support Educators&apos; Assessment Literacy and Data-Based Decision Making
Author: Will, Kelsey K.
Date: 2019-10-00
Type: Journal Articles
Subjects: Researchers,Assessment Literacy,Data Use,Test Construction,Early Childhood Teachers,Preschool Children,Emergent Literacy,Computer Software,Handheld Devices,Usability,Progress Monitoring,Psychometrics

Assessment is prevalent throughout all levels of education in the United States. Even though educators are familiar with the idea of assessing students, familiarity does not necessarily ensure assessment literacy, or data-based decision making (DBDM) knowledge. Assessment literacy and DBDM are critical in education, and early childhood education in particular, to identify and intervene on potential barriers to students' development. Assessment produces data and evidence educators can use to inform intervention and instructional decisions to improve student outcomes. Given this importance and educators' varying levels of assessment literacy and DBDM knowledge, researchers, and educators should be willing to meet in the middle to support these practices and improve student outcomes. We provide perspective for half of the equation--how researchers can contribute--by addressing important considerations for the design and development of assessment measures, implications of these considerations for future measures, and a case example describing the design, and development of an assessment tool created to support DBDM for educators in early childhood education.
Young Children with ASD: Parent Strategies for Interaction during Adapted Book Reading Activity
Author: Tipton, Leigh Ann
Date: 2017-00-00
Type: Journal Articles
Subjects: Young Children,Pervasive Developmental Disorders,Autism,Parent Child Relationship,Interaction,Emergent Literacy,Reading Strategies,Story Reading,Mothers,Regression (Statistics),Literacy,Diagnostic Tests,Observation,Cognitive Development,Intelligence Tests,Check Lists,Child Behavior,Factor Analysis,Interpersonal Competence,Books

The purpose of this study was to identify how parents' use of language and literacy strategies during an adapted shared book reading activity relate to social, behavioral, and cognitive skills for their children with autism spectrum disorder (ASD). Participants were 111 young children (ages 4-7 years) with ASD and their mothers. A factor analysis of the items used in the coding system, yielded a four-factor model of parent-led behaviors during the shared book reading activity: clarification, feedback, teaching, and evocative techniques. In regression analyses, the frequency of parents' use of clarification, feedback, and evocative strategies used during the shared reading task were related to certain demographic and child factors. Results have implications for the types of structure and support that parents might provide their young children with ASD during informal reading sessions. [This article was published in &quot;Remedial and Special Education&quot; (EJ1141697).]
Undue Process: Why Bad Teachers in Twenty-Five Diverse Districts Rarely Get Fired
Author: Griffith, David
Date: 2016-12-00
Type: Reports - Research
Subjects: Teacher Dismissal,School Districts,Teacher Effectiveness,Tenure,Experienced Teachers,Public Schools,Public School Teachers,Difficulty Level,Barriers,Time

This report seeks answers to a straightforward question: &quot;How hard is it to dismiss an ineffective veteran teacher?&quot; Toward that end, the authors constructed a ten-point metric based on three subquestions: (1) Does tenure protect veteran teachers from performance-based dismissal? (2) How long does it take to dismiss an ineffective veteran teacher? and (3) How vulnerable is an ineffective veteran teacher's dismissal to challenge? This framework was then used to gauge the difficulty of dismissing ineffective veteran teachers in twenty-five diverse districts, using data gleaned from the National Council on Teacher Quality's (NCTQ) teacher-contract database and the Education Commission of the States's (ECS) fifty-state comparison of teacher-tenure policies, supplemented by the authors' own independent analysis of state and district policies. The data suggest that significant barriers to dismissal remain in place in every district that was examined. Based on the results, three conclusions are drawn about the specific barriers to dismissal that are common across districts: (1) In most districts (and states), tenure continues to protect ineffective veteran teachers from performance-based dismissal; (2) In most districts, even the shortest possible timeline for dismissing an ineffective veteran teacher is unreasonably protracted; and (3) In most districts, an ineffective veteran teacher's dismissal is extremely vulnerable to challenge. [Foreword by Dara Zeehandelaar and Michael J. Petrilli. Additional support for this research was provided by Democrats for Education Reform.]