ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative, Descriptive Study of Three Research-Practice Partnerships: Goals, Activities, and Influence on District Policy, Practice, and Decision Making. Technical Report No. 4
Author: Penuel, William R.
Date: 2020-07-00
Type: Reports - Research
Subjects: Educational Research,Partnerships in Education,Instructional Improvement,Mathematics Instruction,Administrative Organization,Activities,Influences,School Districts,Organizational Objectives,Research Reports,Authors,Decision Making,Board of Education Policy,Educational Practices,Research Utilization,Elementary School Mathematics,Middle School Mathematics

This study describes the activities and influence of three different types of research practice partnerships (RPPs) that shared a common focus on improving mathematics teaching and learning. The three types of RPPs were a networked improvement community (NIC), a design research partnership (DRP), and a research alliance (RA). These types differ in the kinds of roles researchers and practitioners typically play, as well as in their approaches to research. As such, a descriptive study has the potential to improve understanding of the relationship between the design of an RPP and its influence on the partner district policies and practices. Data collection for this study sought to elicit information about each partnership's goals, activities, and influence on district policies and practices. It focused on the work of each RPP between 2016 and 2018. The research questions were: (1) How did the RPPs differ with respect to their organization and major activities?; (2) What kinds of research products did the RPPs produce?; (3) What influence did the RPPs have on partner districts' decisions regarding policies, programs, and practices?; and (4) What influence did the RPPs have on sharing research-based ideas with their district-leader partners? In answering each of the questions related to products and influences, the authors consider how the organization of each RPP helps to account for variations observed across partnerships, as well as how local conditions that may be unique to a particular RPP might matter. For district leaders seeking to partner, answers to these questions can inform their thinking about who would make a good partner and how to organize the joint work, depending on the needs of that district. Similarly, they can also inform future research to test strategies for improving the effectiveness of partnerships.
Specialized STEM Secondary Schools. STEM Smart Brief
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Secondary Schools,Selective Admission,Inclusion,Vocational Education

STEM is not just for scientists anymore. In today's economy, almost any job with decent pay requires STEM skills, and many jobs require advanced STEM abilities. But far too many U.S. residents are unprepared for the occupational demands of the 21st century. Formerly a world leader in math and science achievement, the United States now cannot keep up. Fewer students enroll in STEM courses and master STEM content than young people in other countries. The problem is no mere point of pride; the lack of knowledge undermines the nation's economic productivity and global competitiveness. This Smart Brief provides insight from key research describing how three types of STEM-focused schools (selective schools, inclusive schools, and career and technical education programs) possess the potential to meet U.S. educational goals in STEM areas. It concludes that while the field awaits the results of effectiveness research underway, it would be worthwhile for educators to visit a variety of STEM programs and seek to replicate in their own schools what appears to be working best so far.
Digital Storytelling for Developing Students&apos; Agency through the Process of Design: A Case Study
Author: Petit, Elyse
Date: 2020-11-16
Type: Reports - Research
Subjects: Story Telling,Personal Autonomy,Design,French,Second Language Learning,Multiple Literacies,Video Technology,College Students,Audio Equipment,Semiotics

Today's use of technology and media in daily life has altered the dominant role the written word has played in communication over centuries. Currently, educational settings take into consideration the combination of different modes of representation that exist in an array of everyday texts. &quot;Developing knowledge about linguistic, visual and digital meaning-making systems&quot; has become a key learning objective. In the digital era, students develop literacy by understanding the organization and display of information through multiple modes of communication and the ways these different modes cooperate in the creation of meanings. Conducted in an intermediate French-language curriculum grounded in the pedagogy of multiliteracies framework of learning by design, this study investigates Digital Storytelling (DS) within a social synesthetic semiosis with particular attention to the transformation and transduction processes. In other words, the author explores how DS supports students' selection and orchestration of semiotics to construct layers of meaning and foster language development. Findings from two case studies of fourth-semester French learners highlight participants' ability to circumvent challenges and convey their stories in multiple modes, including the target language. The study underscores to foreign language teachers the potential of media projects anchored in the multiliteracies framework to enhance students' media literacy skills as they critically reflect on the use of media from the perspective of both consumers and producers. [For the complete volume, &quot;Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century,&quot; see ED608931.]
Graduate Student Teacher Voices: Perception of and Apprenticeship in Multiliteracies-Oriented Teaching
Author: Hashemi, Tara
Date: 2020-11-16
Type: Reports - Research
Subjects: Graduate Students,Student Teachers,Teaching Methods,Multiple Literacies,Feedback (Response),French,Professionalism,Literacy Education,Second Language Learning,Second Language Instruction,Language Teachers,Faculty Development,German,Spanish,Student Teacher Attitudes

In Chapter 4, Tara Hashemi examines Graduate Student Teachers' (GSTs') perceptions of their professionalization in FL programs which have adopted a literacy-based approach to teaching French in the United States. Findings show that while some clear efforts are being made by language program directors to provide GSTs with a large panoply of tools, GSTs wish they had more opportunities for direct and personalized feedback on their teaching as well as more demonstrations of concrete lessons in which the concepts of the literacy-based framework are instantiated. It cannot be expected that GSTs will understand and apply complex notions of the multiliteracies framework and multiliteracies pedagogy without relevant, adapted, and ongoing professional development. [For the complete volume, &quot;Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century,&quot; see ED608931.]
Preparing Students for College and Careers in STEM. STEM Smart Brief
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Science Careers,College Readiness,Career Readiness,21st Century Skills,Experiential Learning,Common Core State Standards,Academic Standards,Definitions,Authentic Learning

Employers report a shortage of talent for STEM-specific jobs -- and in areas such as health care that require &quot;basic STEM competencies.&quot; The reasons are many, including: lack of authentic learning activities in STEM subjects, little time for science in elementary school, inadequate K-12 teacher preparation in math and science content, poor alignment of K-12 and college curricula, and insufficient collaboration between K-12 and higher education institutions to smooth student transitions from high school to college. But underlying the structural and instructional challenges is an even more fundamental problem -- the longstanding debate over what students should know and be able to do by the time they finish high school. This disagreement has resulted in different STEM curricula, different STEM standards -- indeed, different expectations of children -- in every state. Most have fallen short. This Smart Brief describes the varying definitions of &quot;college and career readiness&quot; and &quot;21st century skills&quot; within the Next Generation Science Standards as well as the potential of the Standards in math and science. It concludes with examples of programs -- in school, out-of-school and linked to postsecondary institutions -- that incorporate hands-on, real-world learning, often with adult mentors, to increase student readiness for college and careers in the 21st century.
Connecting Informal and Formal STEM Education. STEM Smart Brief
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Informal Education,Elementary Secondary Education,Preschool Education,Recreational Facilities,School Community Programs,Program Effectiveness,Science Teaching Centers,Museums,Field Trips,Enrichment Activities,Communities of Practice,Clubs,Faculty Development

When it comes to STEM education, the nation's K-12 public schools cannot do it all. The nature of 21st century proficiency in science, technology, engineering, and mathematics is too complex for any single institution. The good news is that schools do not have to do it alone. Museums, zoos, nature centers, aquariums, and planetariums are among the several thousand informal science institutions in the United States that regularly engage young people in observing, learning, and using STEM knowledge and skills. Providing a richness of resources unavailable in any classroom, informal science institutions across the country have developed exemplary partnerships with public schools--and have room for more. This Smart Brief describes specific programs that have created this type of effective collaboration while being strategic with resources, building on the strengths of particular institutions to help make science learning more compelling for K-12 students. It concludes with recommendations to make programs more effective and develop more effective programs despite the common funding dilemma.
Engineering: Emphasizing the &quot;E&quot; in STEM Education. STEM Smart Brief
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Engineering Education,Elementary Secondary Education,World Problems,Interdisciplinary Approach,Barriers

Although &quot;STEM&quot; has been part of the education lexicon for years, the &quot;E&quot; for engineering has received little attention from K-12 educators. Engineering is taught only sporadically in K-12 schools, despite growing evidence that engaging in engineering education leads to improved student learning and achievement in mathematics and science, in part by connecting these subjects to real-world problems. This Smart Brief describes research that shows increased national interest in and the benefits of engineering education. It goes on to discuss challenges of implementation as reported by the National Academy of Engineering. Lastly, the Brief highlights three examples of National Science Foundation-funded programs that show promise for educating future generations of scientifically literate and engineering-talented adults.
Retention Outcomes for Two-Year College Grant-Eligible Students: Served and Not Served by the Washington State Need Grant in 2017-18. Research Brief No. 19-2
Author: Washington State Board for Community and Technical Colleges
Date: 2019-10-00
Type: Reports - Research
Subjects: School Holding Power,Two Year College Students,Student Financial Aid,State Aid,Grants,Eligibility

The State Need Grant (SNG) has been Washington state's largest need-based financial aid program for low-income students. The year 2007-08 was the last year in which it was funded sufficiently to serve nearly all (98 percent) of eligible students. From 2010-2018, up to 30 percent of eligible students were unserved. In 2013, the Washington State Board for Community and Technical Colleges first studied the differences in student persistence impacted by the unmet financial need between served and unserved students who enrolled in community and technical colleges in 2012. This research brief updates the first report for 36,600 SNG eligible students enrolled in 2018. The key findings are consistent with the first report in that served students have more of their total financial need met, therefore reducing hardship and subsequently resulting in higher fall-to-spring quarter retention compared to unserved students. [For &quot;A Descriptive Study of Washington State Need Grant Eligible Students Enrolled in Community and Technical Colleges in 2011-12. Research Report,&quot; see ED608977.]
Public Sector Apprenticeship Target Reporting. Research Report 1004
Author: Department for Education (DfE) (United Kingdom)
Date: 2020-10-00
Type: Reports - Research
Subjects: Public Sector,Apprenticeships,Foreign Countries,Disclosure,Program Implementation,Barriers,Planning,Delivery Systems,Progress Monitoring

The public sector apprenticeship target was introduced in 2017. Under this, public sector bodies with 250 or more staff in England have a target to employ an average of at least 2.3% of their staff as new apprentice starts over the period of 1st April 2017 to 31st March 2021. Public sector bodies are required to submit data annually on the number of employees and apprenticeship starts they had before and following the target reporting period. They are also required to contextualise their approach to the target by providing responses of no more than 500 words to four questions via their Apprentice Service account, submitted annually to the Department for Education (DfE). Specifically, public sector bodies were asked: (1) Actions you have taken this year to meet the target, and how these compare to the actions taken in the previous year 17/18? (2) Challenges you faced this year in your efforts to meet the target, and how these compare to the challenges experienced in the previous year 17/18? (3) How you are planning to meet the target in future, and what will you continue to do or do differently to that end? (4) Have you got any other additional information you would like to add? A total of 615 responses were received and analysed out of a possible 1,299 employers estimated to be in scope of the target (a 47.3% response rate compared with 82.4% response rate in 2017/18). The number of bodies in scope increased from 820 in 2017/18 to 1,299 in 2018/19 due to the inclusion of academies. In addition, detailed reporting against the target was 'cut-off' to allow for analysis, the total number of organisations who provided submissions to contribute to the development of the official statistics on the public sector target was 845 (63%). The following briefing document provides a summary of the key findings from analysis of responses submitted by public sector bodies to understand how they have responded to the public sector apprenticeship target in 2018/19, the barriers they have faced, changes they have experienced since their 2017/18 activity, their plans for the future delivery of the target, and any wider or additional comments they wished to make. The remainder of the briefing document is structured to show: overall progress against the target; actions taken by public sector bodies in 2018/19 and key differences to 2017/18; challenges faced and key differences to 2017/18; future plans; and, a concluding summary of key messages and experiences. Views from the additional information provided are reflected throughout the document as respondents primarily used this to expand on themes previously identified in their responses to preceding questions. [This report was written with BMG Research.]
Transfer Stories and Strategies: How Six Student Groups Experience the Transfer Journey. Through the Gate Transfer Study
Author: Karandjeff, Kelley
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Transfer Policy,College Transfer Students,Community Colleges,Barriers,Disadvantaged,Readiness,Disproportionate Representation,Minority Group Students,Articulation (Education),Females,Adult Students,Reentry Students,Hispanic American Students,African American Students,Two Year College Students,Educational Strategies

California has embraced transfer between the state's community colleges and universities as a key mechanism for ensuring a diverse and qualified workforce while simultaneously closing equity gaps and promoting economic mobility for its residents. Yet the RP Group's &quot;Through the Gate&quot; transfer study finds that each year, nearly 60,000 California community college students who demonstrate the determination and academic ability to transfer do not make it to university. Who is more likely to get stuck? Students historically marginalized by our higher education systems. These &quot;high-leverage&quot; learners--students whose course taking indicates they are close to transfer--commonly shared that four key factors impact their readiness for university. At the same time, some factors carried more weight for certain groups of students than others. This brief offers community college practitioners a snapshot of these differences and strategies for supporting these focal student groups. Community colleges can leverage the student perspectives and insights shared in this brief to improve transfer outcomes for specific student groups experiencing disproportionate impact.
External Transitions: Early Care &amp; Education Settings. Research Brief. Summer 2020
Author: Rojas, Joanne
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Child Care,Early Childhood Education,Child Development,Change,Early Experience,Social Bias,Family (Sociological Unit),Mobility,Young Children

Human development is built on transition. Each progression from infancy to childhood to adolescence to adulthood is a series of smaller developmental transitions that occur in individual minds and bodies over time. Early childhood is particularly full of social and emotional transitions that occur because of external circumstances. Navigating these external transitions in early childhood is critical to healthy development. This research brief focuses on the external transitions of children from one early care and education (ECE) setting to another. Child Care Aware of Kentucky has conducted research on this topic in order to provide professional development for childcare providers and directors across the state of Kentucky. Their offerings include a series of modules on External Transitions in Early Care and Education -- Implications of Suspension and Expulsion on Children, Families, and Providers that include a focus on prevention and evidence-based practices, impacts on children and families, and programmatic impacts.
Supporting Students with Disabilities at School and Home: A Guide for Teachers to Support Families and Students
Author: National Center on Intensive Intervention (NCII) at American Institutes for Research
Date: 2020-05-00
Type: Guides - General
Subjects: Students with Disabilities,Student Needs,Expectation,Teacher Expectations of Students,Teaching Methods,Individualized Instruction,Family School Relationship,Help Seeking,School Schedules,Feedback (Response),Behavior Modification,Evidence Based Practice,Direct Instruction,Positive Behavior Supports

In this guide, the authors provide 5 key practices for teachers and families to support all students, including students with disabilities, at school and home. The authors identified a small number of practices that have a big impact on student learning and social-emotional-behavioral growth. These five key practices include: (1) Develop, teach, review, remind, and reinforce predictable routines and expectations; (2) Use efficient and effective instructional strategies to maximize benefit; (3) If the student has more intensive needs, provide targeted or intensive support; (4) Enhance relationships between home and school to support the student (and each other); and (5) If the student is not being successful, ask for help. This guide is intended to suggest practices that will have the biggest impact with the time educators and parents are able to dedicate to supporting learning and growth. Users of this guide should select a few key practices to focus on, and adapt them to meet their needs and their context (home or school). [This report was prepared with the National Integrated Multi-Tiered Systems of Support Research Network.]
Total Learning Architecture 2019 Report
Author: Gordon, Jerry
Date: 2020-10-03
Type: Reports - Descriptive
Subjects: Armed Forces,Military Training,Educational Technology,Delivery Systems,Standards,Learning Analytics,Competency Based Education,Information Technology,Metadata,Client Server Architecture,Computer Interfaces,Student Records,Documentation,Computer Software

The DoD's [Department of Defense's] Advanced Distributed Learning (ADL) Initiative is designing a framework of commercial standards, technical specifications, and business rules to enable plug and play interoperability of learning technologies. The Total Learning Architecture (TLA) framework will allow education and training products to interoperate with each other, with existing learning support systems, and with other DoD systems. The purpose of this report is to guide Command decisions toward a shared vision and end-state that benefits every warfighter individually and the entire DoD holistically. It describes and summarizes the research performed by the ADL Initiative in 2019 within the TLA research portfolio. It includes four appendices that detail the TLA's latest functional requirements, recommended draft standards, an initial architecture that conforms to the DoD Architectural Framework (DoDAF), and a Software System Design Document built around the 2019 TLA Reference Implementation. The target audience includes senior DoD leaders, educational institutions, and program managers of DoD training systems.