ethanporcaro/eric-fulltext-meta huggingface dataset:
The Investigation of Change Fatigue in Teacher Candidates Following the Emergency Remote Teaching Process during the Pandemic
Author: Mihci, Can
Date: 2023-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Educational Change,School Closing,Distance Education,Stress Variables,Burnout,Technological Literacy,Online Courses,Student Attitudes,In Person Learning,Predictor Variables,Foreign Countries,Student School Relationship,Negative Attitudes

Education has gone through rapid changes during the emergency remote teaching period resulting by the COVID-19 pandemic. These changes, in part, have been associated with educational institutions attempting to implement a viable solution to the problem of distance education. Although organizational management theory literature suggests that great change in very little time results in a detrimental psychological phenomenon called change fatigue in employees and that this phenomenon has even been investigated in the context of teaching staff in the past; there have been no attempt at understanding change fatigue from a student perspective. This quantitative study attempts at proposing a structural equation model towards the understanding of how to change fatigue and other variables, namely, digital literacy, online learning attitude and school alienation that might have been influenced by it have affected teacher candidates after resuming face-to-face education followed by a 1.5 year of emergency remote teaching period. Results indicated that change fatigue predicts school alienation and yet; does not predict online learning attitude; hinting that there might be another category of alienating organizational change that universities have gone through that does not solely involve online education. Nevertheless, digital literacy is a beneficial skill for all students that helps bolster online learning attitudes and reduce overall school alienation.
Going above and Beyond: Achievement of Students with Employment Experience
Author: National School Boards Association (NSBA)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Longitudinal Studies,National Surveys,Student Employment,Student Experience,Work Experience,Academic Achievement,Relationship,Grades (Scholastic),Authentic Learning,Skill Development,High Achievement,Soft Skills

The Center for Public Education (CPE) explored data from the National Longitudinal Survey of Youth (NLSY97) and investigated the relationship between students' employment experiences and their achievements. Our findings suggest that employment experience -- appropriate quantity and quality of employee-type jobs -- not only has positive effects on students' grades in academic courses but also helps students to acquire real-world skills.
Formative Assessment Practices in Sunnyside Unified School District
Author: Jones, Barbara
Date: 2023-01-00
Type: Reports - Research
Subjects: Formative Evaluation,Evaluation Methods,School Districts,Teacher Characteristics,Elementary School Teachers,Secondary School Teachers,Self Evaluation (Individuals),Peer Evaluation,Feedback (Response),Educational Environment,Class Activities,Cooperative Learning,Cognitive Processes

This report provides a snapshot of the status of formative assessment implementation practiced in Sunnyside Unified School District (SUSD) in Tucson, Arizona in spring 2021. Since 2015, SUSD has engaged in a multi-year effort to support the development of teachers' formative assessment practices. The 2020-2021 school year represents an exceptional time in this learning journey as educators, leaders, and families responded to the global pandemic. During the 2020-2021 school year, a technical assistance team from the Region 15 Comprehensive Center (R15CC) supported SUSD's ongoing effort to enhance formative assessment practices (including how to translate them to online contexts) by working with 28 teachers (referred to as lab classroom teachers in this report) and 61 site leaders to support their formative assessment knowledge and practices. For this study, trained site leaders observed lab classroom teachers in their classrooms at the end of the 2020-2021 school year to assess the extent to which they implemented the FARROP formative assessment dimensions. This report summarizes findings from the observations, which focused on the extent to which all observed teachers (lab classroom teachers and nonlab classroom teachers) implemented different dimensions of formative assessment and their related indicators, with the goal of highlighting areas where teachers demonstrated proficient formative assessment practice and where there are opportunities to further support teachers' formative assessment implementation. Additionally, this report compares the formative assessment practices of lab classroom teachers who participated in the fall 2020 trainings to the nonlab classroom teachers. This report introduces the research questions, describes the data collected, and presents key findings. It ends with a summary, reflection questions, and a discussion to guide reflection on the results and the overall project. [Jessica Arnold, Tran Keys, Tuyet Tran, Ryan Huynh, and Ryan Lewis contributed to this report.]
The Impact of Charter Schools on Student Achievement, Funding, and Integration. Research Brief
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2021-00-00
Type: Information Analyses
Subjects: Charter Schools,Educational Finance,Financial Support,Academic Achievement,Privatization,Traditional Schools,Attendance Patterns,Educational Innovation,Enrollment Trends,Barriers,Planning,Cost Effectiveness,Public Schools,Disadvantaged Youth,Low Income Students,Racial Differences,Ethnicity,Institutional Characteristics,Elementary Secondary Education,Foreign Countries,Geographic Location,Instructional Program Divisions,Intellectual Disciplines,Resource Allocation,Expenditure per Student,Costs,Court Litigation,Racial Segregation,Urban Schools,Racial Integration

Since the first charter school law passed in Minnesota in 1991, over 40 states and the District of Columbia have passed laws allowing the publicly funded, privately managed, and semiautonomous schools of choice. Ever since the first charter school opened in Minnesota in 1992, the battle for fair funding has raged across the land. On the one hand, advocates of charters -- independently run, nonprofit public schools -- use research and other evidence to show how charters significantly boost the achievement of students. On the other, they have pressed hard to eliminate the massive disparities in the funding that charter students receive when compared with their district-operated peers serving similar children. As a literature review, this report aims to present facts and research from multiple sources about the impact of charter schools on student achievement, school funding, and issues related to the de facto segregation after &quot;Brown v. Board of Education.&quot;
Resources for Developing Well-Written Goals
Author: Region 15 Comprehensive Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Objectives,Writing Strategies,Accountability,Goal Orientation,Strategic Planning,Resource Materials,School Districts,Writing for Publication

The Region 15 Comprehensive Center (R15CC) partnered with the California Department of Education to create resources for local education agencies (LEAs) to guide the development of well-written goals for their Local Control and Accountability Plans (LCAPs). The LCAP is a three-year plan that California LEAs use to set goals, plan actions, and leverage resources as part of their strategic planning process to improve student outcomes. Included in this report is a checklist that LEAs may use in conjunction with the Local Control and Accountability Plan (LCAP) Template instructions to support the development of well-written goals, why statements, metrics, baselines, yearly outcomes, desired outcomes, and actions, along with the Local Control and Accountability Plan.
Promoting Career Pathways. Topical Brief
Author: Region 14 Comprehensive Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: High School Students,Career Pathways,Career Readiness,Educational Needs,Partnerships in Education,Graduation,Planning,Academic Advising,School Business Relationship,Faculty Development,Online Courses,Educational Technology,Vocational Education,Electronic Learning,Industry,State Departments of Education,Role,Access to Education

During the height of the COVID-19 pandemic and beyond, state education leaders have been developing numerous innovative approaches to supporting high school students who are pursuing career pathways and preparing them for successful outcomes beyond secondary education. This topical brief summarizes state needs and strategies related to supporting and promoting career pathways in two Comprehensive Centers (CC): Region 5 (Kentucky, Tennessee, Virginia, and West Virginia) and Region 14 (Arkansas, Louisiana, and Texas).
Braiding and Blending Federal Funds: A Step-by-Step Guide for Illinois Schools
Author: Ball, Wayne
Date: 2023-03-00
Type: Guides - General
Subjects: Federal Aid,Principals,Superintendents,Administrators,School Districts,Leadership Training,Cooperative Planning,Information Dissemination,Barriers,Coping,Resources,Communities of Practice,Educational Administration,Resource Allocation,Grants,State Aid,Educational Finance,Local Government,Financial Support,Budgeting,Sustainability,Needs Assessment,Services,Program Implementation,Program Evaluation,Reports,Educational Legislation,Federal Legislation,Students with Disabilities,Equal Education,Elementary Secondary Education,Costs,Rural Education,Expenditures

Illinois State Board of Education (ISBE) invited 10 districts to participate in a community of practice designed to increase understanding of how to braid and blend federal funds. District teams composed of principals, superintendents, business managers, and other district leaders participated in four 90-minute virtual sessions. The purpose of these sessions was to help leaders: (1) Collaborate with other districts to increase their knowledge and understanding of how to braid and blend federal funds; (2) Identify strategic considerations for mitigating common challenges that may arise when braiding and blending funds; and (3) Identify tools and resources that can support the successful implementation of braiding and blending funds. This guide was developed based on the community of practice work to inform other district and school leaders across Illinois about braiding and blending resource allocation strategies. The guide has four parts. It begins with an overview of the community of practice that the Illinois State Board of Education (ISBE) and the Region 9 Comprehensive Center conducted to support Local Education Agencies (LEAs) in braiding and blending federal funding. Following some background information, the next section provides users with the steps for braiding and blending funds by using a specific tool, including a table of priority areas and federal funding categories and programs. The third section addresses reporting. The final section is a series of appendices, including Illinois guidelines, scenarios, examples from ISBE and several Illinois districts for braiding and blending, and resources to inform those efforts.
COVID-19-Related School Support for Hispanic/Latino Students and Families. Research Brief
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2022-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Hispanic American Students,Student Needs,Family Needs,Immunization Programs,Information Dissemination,Needs Assessment,English (Second Language),Access to Health Care,Family Programs,Resources,Public Schools,Boards of Education,Board of Education Role,Barriers,Spanish Speaking,Elementary Secondary Education

You do not have to look far to see the impacts that the pandemic has had on schools and communities over the past two years. Recognizing this, the National School Boards Association (NSBA) is proud to be working with the National Alliance for Hispanic Health (NAHH) in support of the Vacunas CVN Network, a national network for community-based services in 38 cities to deliver trusted and science-based information on COVID-19 prevention and to reduce barriers and increase Hispanic/Latino community access to vaccination. To help school boards and district leaders support Hispanic/Latino communities in their COVID-19 outreach and vaccination efforts, the authors compiled this research brief to provide actionable information and best practices. In this research brief, the authors follow Congress and the federal government in using the terms Hispanics and Latinos. The data used in this brief are from the Department of Education, the Census Bureau, the Congressional Research Service (CRS), the Center for Disease Control and Prevention (CDC), the Department of Health and Human Services (HHS), the U.S. Bureau of Labor Statistics (BLS), research organizations (e.g., Pew Research Center), and nonprofit organizations that serve Hispanic/Latino communities.
The Something Other: Personal Competencies for Learning and Life
Author: Redding, Sam
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Competence,Learning,Cognitive Ability,Thinking Skills,Metacognition,Motivation,Interpersonal Competence,Emotional Intelligence,Barriers,Mastery Learning,Learning Processes,Prior Learning,Extracurricular Activities,Empowerment,Student Development

Parents seek for their children &quot;something other&quot; than what they usually expect them to acquire through the regular school program, and they turn to extracurricular activities and out-of-school experiences to find it. Teachers know that each student brings to a learning task a something other--certain attributes that affect how the student responds to the challenge. In this paper, the &quot;something other&quot; is the constellation of four personal competencies--cognitive, metacognitive, motivational, and social/emotional--and the learning habits that flow from them.
Classroom Tips for Teachers
Author: Temple University, Center on Innovations in Learning
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Classroom Environment,Student Experience,Prosocial Behavior,Standards,Expectation,Student Reaction,Verbal Communication,Class Activities

School is a safe haven for children where vast worlds of learning open up to them. They learn and play surrounded by friends and with the example and guidance of teachers. The rituals and routines of the school day give children a sense of order, belonging, and common experience with their peers. Students connect with the values, rituals, traditions, and practices that are distinctly their school's very own. Each classroom contains its own cues that put students in a mind to learn, to let go of burdens, to thrive. Beginnings and endings, each day, are great opportunities for common experiences, for happy rituals. This report shares four techniques that may prompt ideas for how to strengthen students' common experience and ready them to learn.
How States Fund Charter Schools. Research Brief
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,State Aid,Charter Schools,Federal Aid,Educational Legislation,Educational Equity (Finance),Boards of Education,COVID-19,Pandemics,Federal Legislation,Elementary Secondary Education,Public Schools,Funding Formulas

Charter schools are public schools of choice, according to the Nation's Report Card (NAEP). The U.S. Department of Education uses the term &quot;public charter school.&quot; A public charter school is a publicly funded school that is typically governed by a group or organization under a legislative contract--a charter-- with the state, district, or other entity. In general, states fund charter schools through the following channels: (1) same state formula as funding traditional public schools; (2) eligibility for federal/state grants and/or categorical programs; (3) different funding sources based on authorizers or types of charter schools; and (4) calculation methods that differ from distributing funds for traditional public schools. No uniform funding system for charter schools exists across the country. In some states, charter schools are funded just like traditional public schools, but in other states, how to fund charters is determined by the entity that authorizes charter schools. The current trend is that states and local school boards are considering their own situation in terms of students' needs and creating more diverse funding programs for public schools.
Launching a Tiered System of Support for Leaders in the Bureau of Indian Education Schools: A Partnership of the Bureau of Indian Education and the Region 13 Comprehensive Center. Impact Story
Author: Region 13 Comprehensive Center (R13CC)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Leaders,American Indian Education,Multi Tiered Systems of Support,Partnerships in Education,Evidence Based Practice,Educational Policy,Leadership,Transformational Leadership,Leadership Training,Program Implementation

The Bureau of Indian Education (BIE) recognized the need to better support its school leaders in the use of evidence-based instructional and leadership practices with the goal of building school leaders who can effectively develop talent, build school community, and transform instruction. Accordingly, BIE requested assistance from the Region 13 Comprehensive Center (R13CC) to develop and implement a system of support for its school leaders that would focus on (1) BIE policies, processes, and procedures; (2) evidence-based leadership practice; and (3) transformational leadership strategies.
What&apos;s the Problem (and Does It Matter)? Exploring the Relationship between Educators&apos; Problem-Framing and External Research Use
Author: Tilley, Katherine
Date: 2022-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Problem Solving,Research Utilization,Decision Making,Elementary School Teachers,Secondary School Teachers,Surveys,Evidence,Educational Research,Educational Policy,Classification,Social Emotional Learning,Well Being

The purpose of this study is to investigate the nature of the relationship between problem-framing and reported engagement with external research evidence in school-based decision-making. This study serves as an important first attempt to explore and describe this potential relationship and its implications for the use of research in schools. Situated within the context of a larger knowledge utilization research center, the current study uses qualitative and quantitative data from 1,343 K-12 educators collected during the large-scale administration of the Survey of Evidence in Education for Schools (SEE-S). The study employed an a priori coding framework to distinguish types of problem-frames, followed by subsequent binary logistic regression analyses to assess the potential relationship between problem-frame type and the likelihood of a respondent indicating that external research was used in a decision-making process. Results suggest that school-based practitioners are facing a wide array of problems and that they understand these problems in diverse ways. Additionally, results of regression analyses provide evidence for the relationship between problem-frame type and reported external research use in decision-making. Specifically, seven problem-frame types were found to have a statistically significant relationship with reported external research use. These findings have implications for how the education research and policy communities understand school-based decision-making and problem-solving and the role that research may play.
The Personal Competencies: Through the Eyes of the Classroom Teacher
Author: Carreker, Suzanne
Date: 2015-00-00
Type: Reports - Research
Subjects: Teacher Competencies,Interpersonal Competence,Cognitive Processes,Metacognition,Self Management,Learner Engagement,Academic Persistence,Emotional Intelligence,Experience,Elementary School Teachers,Prior Learning,Beliefs,Individual Development,Teacher Influence

Students bring attitudes, aptitudes, and behaviors to the learning experience. Personal competencies--cognitive, metacognitive, motivational, social/emotional--help students coordinate and manage new learning. These competencies are enhanced by the teacher. However, the ability of a teacher to enhance these competencies cannot be assumed. The enhancement of student competencies depends on how well a teacher understands and uses his or her own competencies. These competencies are first developed through a teacher's personal learning of topics of interest to him or her. Curiosity drives a teacher to seek new knowledge (cognitive competency), and a growth mindset sustains the teacher through the process of learning with resilience and persistence (motivational competency). The teacher's high expectations for success (social/emotional competency) improve the teacher's self-appraisal of what he or she knows and his or her self-management of selecting the most appropriate strategies to ensure students' academic success (metacognitive competency). The interplay of competencies that improves personal learning also augments professional learning, increasing the teacher's ability to enhance the same competencies in students.
How States Implement Hold-Harmless Provisions in 2020 and 2021. Research Brief
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2021-00-00
Type: Reports - Research
Subjects: State Aid,Educational Finance,School Districts,Declining Enrollment,Grants,Resource Allocation,Funding Formulas,Budgets,COVID-19,Pandemics,Enrollment Trends,Expenditure per Student

Hold-harmless provisions in state aid formulas are meant to restrict declines in revenues for school districts. They may take several forms, including limits on the changes in state aid from year to year, supplemental funding for districts with declining enrollment, alternatives for calculating the state aid amount, or use of past enrollments in grant calculations (Toutkoushian &amp; Michael, 2008). Due to the COVID-19 pandemic, school districts across the country are experiencing a decrease in student enrollments, while states face reduced revenues and budget deficits in education. Therefore, hold-harmless provisions become an option for policymakers to meet the financial challenges created by the pandemic. This research brief analyzes multiple online sources (e.g., state governments, state departments of education, state school boards associations, local news). It found that nearly three in five states have implemented hold-harmless provisions or are likely to implement hold-harmless provisions in the 2020-2021 school year. In 11 states, there are some types of hold-harmless provisions embedded in basic grants for schools. In 10 states, it is unclear whether hold-harmless provisions will be implemented