ethanporcaro/eric-fulltext-meta huggingface dataset:
Domain-Specific Anxiety Relates to Children&apos;s Math and Spatial Performance
Author: Lauer, Jillian E.
Date: 2018-09-27
Type: Reports - Research
Subjects: Elementary School Students,Anxiety,Mathematics Anxiety,Spatial Ability,Mathematics Achievement,Reading Ability,Gender Differences,Verbal Ability

Mathematical and spatial reasoning abilities during childhood predict later success in male-dominated science, technology, engineering, and math (STEM) disciplines, yet relatively little is known about the affective correlates of children's math and spatial performance or gender differences therein. In the present research, we assessed math and spatial anxiety in 394 elementary schoolchildren (ages 6 to 12 years) and investigated their relations to math achievement and spatial reasoning performance, respectively. In addition, we evaluated children's verbal anxiety and reading ability to determine the domain specificity of relations between anxiety and cognitive performance during childhood. At the zero-order level, math, spatial, and verbal anxiety were moderately correlated with one another and with children's performance in the corresponding cognitive domains. Importantly, however, all three forms of anxiety displayed some domain specificity in their relations to cognitive performance. Gender differences in math and spatial anxiety were also domain-specific, with girls reporting significantly greater math and spatial anxiety, but not verbal anxiety, across the age range tested. These results demonstrate that math and spatial anxiety represent unique constructs early in development, exhibiting specificity in their associations with gender and cognitive performance during the first years of formal schooling. [This is the online version of an article published in &quot;Developmental Psychology&quot; (ISSN 0012-1649). For the final published version of this article, see?EJ1194987.]
Social and Emotional Learning and Intensive Intervention
Author: Weingarten, Zachary
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Intervention,Positive Behavior Supports,Program Implementation,Self Concept,Self Management,Decision Making,Interpersonal Competence

Students who require intensive intervention often have social, emotional, and behavioral challenges that impact their ability to be successful in school as well as in their community. Getting along with others, paying attention, following directions, making responsible decisions, and managing emotions are challenges for many students who require intensive intervention, and may be linked to difficulties with executive functioning, communication, and academic learning. Schools are increasingly using social and emotional learning (SEL) to provide students with a well-rounded education; however, there is not often an explicit focus on students with intensive needs within these programs. This brief presents an overview of how SEL relates to intensive intervention and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports.
Supportive Services in Job Training &amp; Education: A Research Review. Job Training Success
Author: Hess, Cynthia
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Job Training,Ancillary School Services,Labor Force Development,Financial Support,Barriers,Employment,Labor Legislation,Federal Legislation,Federal Aid,Community Colleges,Federal Programs,Family Programs,Welfare Services,Career Pathways,Credentials,Integrated Services,Child Care,Transportation,Housing,Mental Health Programs,Family Violence,Coaching (Performance),Caseworker Approach,Block Grants,Models,Vocational Education,Adult Vocational Education

This report presents findings from a review and analysis of literature on the importance, effectiveness, and availability of support services for participants in job training programs in the United States. It assesses current knowledge about these services by examining reports on training and education programs, as well as literature on the importance of supportive services for low-income individuals in general. The report also examines the availability of supportive services in the workforce development system, funding sources for these services, and common barriers to employment and training--such as lack of access to child care, transportation, and stable housing--that these supports can address. The report was informed by interviews with 25 experts on workforce development and supportive services. It is a part of a larger Institute for Women's Policy Research project on the role of supportive services in promoting job training and employment success that is funded by the Walmart Foundation.
Adult Education and the Challenge of Exclusion. UIL Policy Brief 10
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Adult Learning,Sustainable Development,Adult Education,Objectives,Intervention,Poverty,Educational Quality,Equal Education,Access to Education,Disadvantaged,Educational Opportunities,Governance,Educational Finance

A large and growing number of people worldwide are excluded from participating in the economy and society, which poses a problem not only in achieving Sustainable Development Goal (SDG) 4 on education, but also in making progress on the other goals of the 2030 Agenda, spanning issues from climate change to poverty reduction. The fourth &quot;Global Report on Adult Learning and Education&quot; (GRALE 4) shows that raising participation in adult learning and education (ALE) is pivotal for reaching these goals. Countries must review their ALE policies and progress in the light of evidence on participation, and invest in sustainable provision of access to all learners throughout their lives, and in all the different contexts in which adults learn. GRALE 4 calls on Member States to put adult learning and education at the centre of their efforts to achieve sustainable economies and societies and to recognize ALE's key role in developing integrated, holistic solutions to today's challenges. These include technological, demographic, economic and environmental problems. Not only are ALE participation rates too low but, where progress is being made, it is insufficient. Adult learning and education remains underfunded. Where interventions do make a positive impact on participation, in too many cases they are not widely shared or properly understood. At a very basic level, we simply do not know enough about who is participating and who is not, particularly in poorer countries and among disadvantaged and marginalized groups. Turning this situation around, and realizing the potential contribution of adult learning and education to SDG 4 and the wider 2030 Agenda, will require a major act of political will, backed by smart, cross-sectoral policies and increased investment. [For &quot;4th Global Report on Adult Learning and Education: Leave No One Behind--Participation, Equity and Inclusion,&quot; see ED612532.]
Trends in Adult Learning and Education in the Arab States: Findings from the 4th Global Report on Adult Learning and Education
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Arabs,Adult Learning,Adult Education,Educational Trends,Lifelong Learning,Comparative Education,Sustainable Development,Adult Literacy,Continuing Education,Professional Development,Citizenship Education,Governance,Educational Finance,Equal Education,Educational Policy,Educational Quality,Participation

The UNESCO Institute for Lifelong Learning (UIL) prepares the &quot;Global Report on Adult Learning and Education&quot; (&quot;GRALE&quot;) every three years in order to strengthen understanding of 'where we stand' as a global community, and to address the growing need for youth and adult education. The present report draws on data from &quot;GRALE 4,&quot; published in 2019, to provide a regional snapshot of the progress made in adult learning and education in the Arab States between 2015 and 2018. Drawing on information from 18 Arab countries, it allows for a comparative analysis both among Arab countries and with the rest of the world, and provides insights useful to governments, education experts and policymakers in the Arab States keen to monitor and accelerate progress towards Sustainable Development Goal (SDG) 4 on education and, indeed, the wider sustainable development agenda. The report reveals that adult learning and education in the region is strongly focused on literacy, with less attention given to other areas of adult learning, such as continuing education and professional development, and citizenship education. This suggests that, while further progress is needed in achieving basic education for all, the other dimensions of adult learning need to be given adequate attention to ensure provision that is comprehensive and relevant to the diverse needs of adult and youth learners. Furthermore, the report suggests that good governance, supportive political will and adequate funding are key to fully realizing the potential of adult learning and education for economic, social, technological, and societal transformation.
Bridging Systems for Family Economic Mobility: Postsecondary and Early Education Partnerships. #C482
Author: Gault, Barbara
Date: 2019-05-00
Type: Reports - Research
Subjects: Partnerships in Education,Early Childhood Education,Higher Education,College Students,Parents,Child Care,Access to Education,Early Childhood Teachers,Adult Students,Block Grants,Federal Aid,Grants,Federal Programs

Promoting family economic security and mobility requires collaboration across key systems that serve families. This report describes opportunities for the early childhood and higher education systems to support each other's key goals for system advancements to increase economic mobility among America's families. It provides examples of early education/higher education partnerships at multiple levels that use a variety of funding sources and that often benefit from leaders and champions who understand the importance of addressing families' postsecondary and early education needs in an integrated fashion. This report also provides a set of principles and recommendations for establishing effective partnerships, informed by the guiding voices of parents. Engaging leaders at all levels, improving data availability, and modifying policies to improve the flow of information, supports, and resources available to families, programs, institutions, and innovative partnerships are key steps to integrating systems to better support families. [This report is a project of the Center on Equity in Higher Education.]
Invest Early: Early Childhood Initiative. Year Three Evaluation Summary
Author: Chase, Richard
Date: 2009-03-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,Screening Tests,Profiles,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students

Invest Early is an effective program in preparing low-income students for school success when delivered in sufficient quantity. Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal and cost-benefit evaluation, documenting and assessing implementation of Invest Early and outcomes for the service system, families, and children. In the short term, Invest Early aims to improve children's school readiness by improving the system of early childhood screening, care and education, by strengthening and empowering families, and by promoting healthy child development. Highlights of this year three summary include: (1) Over the past three years, the percentage of children demonstrating overall proficiency or progress towards proficiency at the end of each program year is trending up; (2) Regular attendance in the year prior to kindergarten (attending at least 66% of the scheduled classes) is associated with kindergarten readiness; and (3) Two years of Invest Early narrows the proficiency gap for low-income students relative to their higher-income peers. [For &quot;Invest Early: Early Childhood Initiative. Year One Evaluation,&quot; see ED511608.]
Invest Early, Early Childhood Initiative. Year 11 Evaluation Summary
Author: Chase, Richard
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,Screening Tests,Profiles,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students,Grade 3,Grade 5

Invest Early is a comprehensive early childhood collaborative of four school districts in Itasca County, Minnesota, that serves young children and their families with risk factors that may impede school success. Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal evaluation of the program. Annual reports document the implementation and assessment of Invest Early and outcomes for the service system, families, and children. Year 11 (2015-16) is defined as May 21, 2015, through May 19, 2016. In year 11, 464 children age 5 and younger and 398 families participated in Invest Early. Of the children served, 17 percent were infants or toddlers (age 2 or younger), 18 percent were preschool age (age 3), and 65 percent were prekindergarten (age 4 or older on September 1, 2015). This year, Invest Early families had a median income of $23,982 per year. This summary presents highlights of the year 11 evaluation. [For &quot;Invest Early, Early Childhood Initiative. Year 10 Evaluation Summary,&quot; see ED612505.]
Invest Early, Early Childhood Initiative. Year 10 Evaluation Summary
Author: Chase, Richard
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,Screening Tests,Profiles,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students,Grade 3,Grade 5

Invest Early is a comprehensive early childhood collaborative of four school districts in Itasca County, Minnesota, that serves young children and their families with risk factors that may impede school success. Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal evaluation of the program. Annual reports document the implementation and assessment of Invest Early and outcomes for the service system, families, and children. Year 10 (2014-15) is defined as May 21, 2014 through May 20, 2015. In year 10, 494 children age 5 and younger and 426 families participated in Invest Early. Of the children served, 16 percent were infants or toddlers (age 2 or younger), 19 percent were preschool age (age 3), and 65 percent were prekindergarten (age 4 or older on September 1, 2014). Most (78%) are white. Invest Early families had a median income of $22,073 per year this year. Over a third (38%) of children live in single-parent households. This summary presents highlights of the year 10 evaluation. [For &quot;Invest Early, Early Childhood Initiative. Year 9 Evaluation Summary,&quot; see ED612506.]
Invest Early, Early Childhood Initiative. Year 9 Evaluation Summary
Author: Chase, Richard
Date: 2015-05-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,Screening Tests,Profiles,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students,Grade 3,Grade 5

Invest Early is a comprehensive early childhood collaborative of four school districts in Itasca County, Minnesota, that serves young children and their families with risk factors that may impede school success. Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal evaluation of the program. Annual reports document the implementation and assessment of Invest Early and outcomes for the service system, families, and children. Highlights of this year nine summary include: (1) Invest Early is having county-wide impacts. The proportion of children receiving early childhood screens before age 4 has increased from 26 percent prior to Invest Early to 41 percent this year. Moreover, the early childhood workforce is more educated; (2) Invest Early serves higher-risk and underserved populations. Seventeen percent of the children served this year are American Indian, up from four percent in 2006-07. American Indian children make up 8 percent of the child population in Itasca County, indicating Invest Early is reaching this typically harder-to-reach population; and (3) Invest Early prepares low-income students for school success. At the end of the year, 79 percent of all the Invest Early participants were in the normal range of development in all domains assessed on the GOLD assessment. In addition, kindergarten entry results are the highest they have been in five years, with Invest Early students outperforming the low-income comparison group in the language and literacy domain. [For &quot;Invest Early: Early Childhood Initiative. Year 8 Evaluation Summary,&quot; see ED612507.]
Invest Early: Early Childhood Initiative. Year 8 Evaluation Summary
Author: Chase, Richard
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,Screening Tests,Profiles,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students,Grade 3,Grade 5

Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal evaluation of the program. Annual reports document the implementation and assessment of Invest Early and outcomes for the service system, families, and children. Highlights of this year eight summary include: (1) Invest Early is having county-wide impacts. The proportion of children receiving early childhood screens before age 4 has increased from 26 percent prior to Invest Early to an average of 38 percent each year since Invest Early. Moreover, the early childhood workforce is more educated; (2) Invest Early serves higher-risk and underserved populations. Fourteen percent of the children served this year are American Indian, up from four percent in 2006-07. American Indian children make up 6 percent of the child population in Itasca County, indicating Invest Early is reaching this typically harder-to-reach population; and (3) Invest Early prepares low-income students for school success. At the end of the year, 87 percent of all the Invest Early participants were in the normal range of development in all domains assessed. Kindergarten entry results show that Invest Early children have outperformed their low-income comparison peers for the last four years. [For &quot;Invest Early: Early Childhood Initiative. Year 7 Evaluation Summary,&quot; see ED612508.]
Invest Early: Early Childhood Initiative. Year 7 Evaluation Summary
Author: Chase, Richard
Date: 2013-08-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,Screening Tests,Profiles,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students,Grade 3,Grade 5

Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal and cost-benefit evaluation of the program. Annual reports document the implementation and assessment of Invest Early and outcomes for the service system, families, and children. Invest Early is effective in preparing low-income students with multiple risk factors for school success when delivered in sufficient quantity. Highlights of this year seven summary include: (1) Home learning environments, which are associated with higher school readiness scores, improve significantly for Invest Early families during their participation; (2) Kindergarten entry results show that Invest Early children perform better than their low-income comparison peers (58% vs. 52% proficient, where proficiency is defined as achieving 75% of the total points), and they continued to narrow the gap with the higher-income group this year; (3) More Invest Early students were ready for kindergarten this year than in all previous years; and (4) Efforts within the Invest Early communities to improve conditions for school readiness systemically may be gaining momentum and benefiting all low-income students. [For &quot;Invest Early: Early Childhood Initiative. Year 6 Evaluation Summary,&quot; see ED612509.]
Invest Early: Early Childhood Initiative. Year 6 Evaluation Summary
Author: Chase, Richard
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,Screening Tests,Profiles,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students,Grade 3

Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal and cost-benefit evaluation of the program. Annual reports document the implementation and assessment of Invest Early and outcomes for the service system, families, and children. Invest Early is effective in preparing low-income students with multiple risk factors for school success when delivered in sufficient quantity. Highlights of this year six summary include: (1) Home learning environments, which are associated with higher school readiness scores, improve significantly for Invest Early families during their participation; (2) Kindergarten entry results show that Invest Early closed the proficiency gap this year relative to higher-income students and exceeded the low-income comparison group by nearly 1.5 to 1 (53% vs. 37% proficient, where proficiency is defined as achieving 75% of the total points); and (3) Based on third grade MCA-II reading and math tests in 2010-11, Invest Early children have better outcomes than a comparison group of children from low-income families without Invest Early, Head Start, or School Readiness program experience. [For &quot;Invest Early: Early Childhood Initiative. Year Five Evaluation Summary,&quot; see ED612510.]