ethanporcaro/eric-fulltext-meta huggingface dataset:
Turning Disinterest into Interest in Class: An Intervention Study
Author: Bikner-Ahsbahs, Angelika
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,High School Students,Grade 11,Learning Motivation,Secondary School Mathematics,Calculus,Mathematics Instruction,Teaching Methods,Intervention,Epistemology,Mathematics Teachers

This paper presents an intervention study in three 11th grade classes on calculus with the aim to overcome the students' amotivation by boosting their situational interest. This was successfully done by teachers implementing interest-dense situations. Data analyses further revealed two different principles of how the teachers transferred the theory on interest-dense situations into practice when arranging the epistemic processes, and two directions of dissemination that the teachers undertook additionally. [For the complete proceedings, see ED597799.]
&quot;Fable Writer&quot; Phase 2 SBIR Study. Final Report
Author: Education Development Center, Inc., Center for Children and Technology
Date: 2016-07-00
Type: Reports - Research
Subjects: Writing Instruction,Collaborative Writing,Writing (Composition),Computer Uses in Education,Computer Mediated Communication,Synchronous Communication,Electronic Libraries,Cooperative Learning,Elementary School Students,Secondary School Students,Lesson Plans,Electronic Learning,Essays,Writing Skills,Writing Improvement,Writing Achievement,Reading Achievement,Outcomes of Education,Faculty Development,Scaffolding (Teaching Technique),Grade 3,Grade 6,Grade 7,Grade 8

&quot;Fable Writer&quot; is an online reading, writing and research tool designed to facilitate synchronous, collaborative writing tool that enables learners to read and copy text and images from teacher-curated books and Web-based resources in the &quot;Fable Reader&quot; digital library. The &quot;Fable Writer&quot; project addressed two essential activities in primary and secondary education, and in society more broadly: writing and collaboration. Writing well and working collaboratively and generatively in teams are skills that increasingly cut across job functions in the American workplace and are essential to success in college. &quot;Fable&quot; tools--&quot;Reader,&quot; &quot;Writer,&quot; and the accompanying classroom lesson plans--provide unique opportunities for elementary and middle school students to practice researching and writing together as they plan, draft, and submit writing pieces in a safe and closed online environment. Collaborative group learning has been shown to be a highly effective teaching strategy for improving student learning outcomes. Some research-based evidence indicates that when students work in pairs, collaborative writing can have a strong impact on the quality of the writing. In addition, there is evidence that students in writing pairs show higher self-esteem as writers. The study presented in this report examined whether and how an &quot;all in one&quot; digital tool can facilitate similar interactivity among elementary and middle school students. [This report was submitted to Isabella Products and Fable Learning.]
Moving into Kindergarten: How Schools and Districts Are Connecting the Steps for Children and Families
Author: Loewenberg, Aaron
Date: 2019-08-26
Type: Reports - Descriptive
Subjects: Kindergarten,School Readiness,Student Adjustment,Transitional Programs,Equal Education,Family Involvement,School Role,School Districts,Information Dissemination,Professional Development,School Orientation,Preschool Education,Intervention,Summer Programs,Outreach Programs,Attendance,Teacher Collaboration,Family School Relationship

There are many actions schools and districts can take to help ensure a child's transition into kindergarten is smooth and stress-free for her and her family. This report highlights innovative efforts schools and districts across the country are taking to ease the transition into kindergarten for families and students, including students who did not have access to pre-K prior to kindergarten. We include a range of models at different stages of development that are taking innovative approaches to ensuring a smooth transition to kindergarten. These schools and districts, while different from one another, are taking important steps to ensure the kindergarten year is a successful one for children and families.
Chicago&apos;s Bilingual Teacher Residency: A Partnership to Strengthen the Teacher Pipeline
Author: Garcia, Amaya
Date: 2019-10-25
Type: Reports - Evaluative
Subjects: Bilingualism,Bilingual Teachers,Internship Programs,Paraprofessional Personnel,Public School Teachers,Teacher Shortage,School Districts,Diversity (Faculty),Teacher Recruitment,Career Choice,Teacher Certification,Partnerships in Education,Program Descriptions,Teacher Education Programs

Chicago Public Schools (CPS) is in the midst of a teacher shortage crisis. At the same time, the district is looking for ways to increase the racial and linguistic diversity of the educator workforce. A new bilingual teacher residency program is attempting to help close these gaps and ease current shortages by recruiting from within and tapping paraeducators who show promise and interest in becoming licensed teachers. This paper explores how CPS designed and implemented the program in partnership with National Louis University and the National Center for Teacher Residencies.
Paving the Way for Latinx Teachers: Recruitment and Preparation to Promote Educator Diversity
Author: Garza, Roxanne
Date: 2019-10-31
Type: Reports - Evaluative
Subjects: Hispanic Americans,Teacher Recruitment,Barriers,Diversity (Faculty),Minority Group Teachers,Hispanic American Students,Teacher Student Relationship,Teaching (Occupation),Profiles,Career Choice,Bilingual Teachers,Teacher Education Programs,Internship Programs,English Language Learners,Spanish,English (Second Language),Financial Support,Academic Support Services,Social Support Groups,Alternative Teacher Certification,Elementary Secondary Education

This report adds a significant perspective to the current wave of efforts aimed at diversifying the teacher workforce, specifically to address the mismatch between Latinx students and Latinx teachers. The Latinx population is the largest ethnic group in America's public schools, currently making up a quarter of the student population, and expected to grow to one-third by 2027. Research shows that schools and districts with teachers that reflect the cultural, racial, and/or linguistic backgrounds of Latinx students are better equipped to support them. This report--one of the first focused solely on pathways into teaching for Latinx individuals--explores how Latinx teachers typically enter the profession and the barriers they face along the way. This report profiles three Latinx-focused pathways into teaching that are attempting to reduce those barriers, reflects on key findings, and offers recommendations for policymakers and practitioners.
Creating Pathways to College Degrees through Apprenticeships. Education Policy
Author: Tesfai, Lul
Date: 2019-09-19
Type: Reports - Descriptive
Subjects: Apprenticeships,Academic Degrees,Community Colleges,Partnerships in Education,Employers,Credentials,Models,Cost Effectiveness,Educational Quality,Program Design,Labor Force Development,Technical Education,College Credits

Community colleges have a long history of developing and delivering training that is responsive to the needs of regional employers, both large and small, and providing students with affordable pathways to postsecondary credentials of value. Building high-quality apprenticeship programs requires expertise in both areas. This brief presents an overview of the ways in which community colleges, in partnership with employers and other stakeholders, can support various apprenticeship training models, the tradeoffs to each model, and steps and strategies for building high-quality apprenticeships that culminate in postsecondary credentials and/ or degrees.
Preliminary Examination of Return to Work Interests among Unemployed Individuals with Multiple Sclerosis. Research Brief. Spring 2019
Author: Wu, Rongxiu
Date: 2019-00-00
Type: Reports - Research
Subjects: Reentry Workers,Unemployment,Neurological Impairments,Employment Patterns,Career Readiness,Physical Mobility,Fatigue (Biology),Retirement,Job Layoff,Family Work Relationship,Physical Disabilities,Pain,Visual Impairments

Multiple sclerosis (MS) is one of the most common neurological disorders in the world, and it is increasing in incidence and prevalence in the United States. Some 10,000 new cases of MS are diagnosed each year in the US (Kalb, 2016). Initial symptoms are most often evident during early adulthood, typically between the ages of 20 and 50 (Kalb, 2016; Schapiro, 2003). With its onset in early to middle adulthood, multiple sclerosis (MS) usually affects people with established employment histories who were working at the time of diagnosis (Rumrill, 2016). However, the progression of the disease is accompanied by what can only be referred to as a mass exodus from the labor force. A cross sectional analysis by Julian, Vella, Vollmer, Hadjimichael and Mohr (2008) found that 60% of people living with MS were unemployed. Adding to this research are findings that the majority of Americans with MS are unemployed five years after diagnosis (Uccelli, Specchia, Battaglia, &amp; Miller, 2009). This research brief explores the reasons why people leave the workforce and their readiness and eagerness to return to work.
Connecting Adults to College with Credit for Prior Learning
Author: Palmer, Iris
Date: 2019-10-03
Type: Reports - Evaluative
Subjects: Prior Learning,Adult Students,Higher Education,College Credits,Educational Policy,Vocational Education,Community Colleges,Job Training,Grants,Evaluation Methods,School Policy,Leadership Role,Teacher Role,College Faculty,Educational Finance,Incentives

In this report we walk through a systematic review of how PLA [prior learning assessment] was implemented under the ideal circumstances provided by the TAACCCT [Trade Adjustment Assistance Community College and Career Training] grant program. We found that there was positive policy development, but student use of PLA opportunities remained low. In some isolated places, we found policy and practice changes that were connected to an increase in students' use of PLA. From this analysis, we distilled lessons on implementation and suggest how to scale up the use of PLA in higher education.
Solid Foundations: Four State Policy Approaches for Supporting College-Connected Apprenticeships
Author: Prebil, Michael
Date: 2019-09-16
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,College Programs,Apprenticeships,Costs,Student Financial Aid,Tuition,College Students,Educational Finance,On the Job Training,Tuition Grants,Paying for College,Scholarships,State Aid,Incentives,Best Practices

Existing state policies to support the costs of apprentices' classroom training at colleges are a patchwork. Some states have implemented effective subsidies to support credit-bearing apprenticeship offerings without any cost to the apprentice; other policies are well-intentioned but counterproductive. Across the country, though, many states already have the policy groundwork to support college classes for apprentices, even with rather modest investments. In this brief, I explore the advantages and drawbacks of four current approaches to funding the classroom component of apprenticeship and provide recommendations for policymakers looking to support college-connected apprenticeships in their state.
Supporting LGBTQ-Inclusive Teaching: How Open Digital Materials Can Help
Author: Prescott, Sabia
Date: 2019-10-22
Type: Reports - Descriptive
Subjects: LGBTQ People,Teaching Methods,Inclusion,Student Diversity,Preschool Education,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Open Educational Resources,Culturally Relevant Education,Student Needs,Educational Environment,Controversial Issues (Course Content),Faculty Development,Instructional Materials,Language Usage,Costs,Shared Resources and Services,State Policy

&quot;Supporting LGBTQ-Inclusive Teaching,&quot; the first report of its kind to examine the possibilities inherent in LGBTQ-inclusive materials for training classroom teachers, explores the biggest challenges to creating, implementing, and scaling up this kind of PreK-12 teacher professional learning. It is also the first to consider the opportunities in harnessing digital materials, particularly open educational resources (OER), as tools for helping to overcome those challenges and enabling queer inclusion. Situated within the broader context of culturally responsive teaching (CRT), this report aims to help set a research and practice agenda for education leaders that envisions ways to combine lessons learned from both the LGBTQ advocacy and open education fields.
Searching for Accountability in Higher Education: A Balanced Framework of Goals &amp; Metrics
Author: Protopsaltis, Spiros
Date: 2019-10-02
Type: Reports - Evaluative
Subjects: Accountability,Higher Education,Educational Change,Educational Finance,Public Colleges,Universities,Educational Objectives,Standards,Equal Education,Eligibility,Sanctions,Rewards,Educational Improvement,Program Evaluation,Institutional Evaluation,Student Financial Aid,Educational Equity (Finance),Federal Aid,Grants,Risk,Loan Repayment,Incentives

This paper provides a brief overview of the current state of federal accountability and the need for change, and a summary of the landscape of state accountability reforms through funding structures for public colleges and universities. It explores key questions or decision points that must be addressed in designing a federal accountability system and provides recommendations for each, in an attempt to form a set of guiding principles for thinking about the system's objectives. And it identifies recommendations both for what needs to be measured and how, with a focus on the goals of completion, equity, and safeguards against risk to borrowers and taxpayers. Overall, the paper argues for a combined system of consequential and report-card accountability, with the former including both bright lines for eligibility and graduated sanctions and rewards to drive continuous improvement.
Kentucky Disability Resource Manual: A Handbook of Program Descriptions, Eligibility Criteria, and Contact Information. Updated
Author: University of Kentucky, Human Development Institute
Date: 2019-07-00
Type: Guides - Non-Classroom
Subjects: Developmental Disabilities,Disabilities,Children,Health Services,Health Insurance,Assistive Technology,Access to Education,Educational Needs,Place of Residence,Community Programs,Employment,Financial Support,Screening Tests,Access to Health Care,Federal Legislation,State Programs,Transitional Programs,Higher Education,Student Needs,Head Injuries,Brain,Independent Living,Home Programs,Caregivers,Supported Employment,Vocational Rehabilitation,Blindness,State Aid,Advocacy,Autism,Down Syndrome,Mental Disorders,Legislators,Students with Disabilities,Social Services,Equal Education,Educational Legislation

This manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The focus of this manual is to provide easy-to-read information concerning available resources, and to provide immediate contact information for the purpose of applying for resources and/or locating additional information. Sections include: (1) Resources for Children with Disabilities; (2) Healthcare and Insurance Resources; (3) Assistive Technology; (4) Education; (5) Community Living; (6) Employment Resources; (7) Financial Resources; and (8) Additional Resources. [For the November 2016 edition of this Manual, see ED574707.]
Estimating the Impact of Nation&apos;s Largest Single Investment in Community Colleges: Lessons and Limitations of a Meta-Analysis of TAACCCT Evaluations
Author: Blume, Grant
Date: 2019-10-00
Type: Information Analyses
Subjects: Community Colleges,Career Education,Federal Aid,Grants,Job Training,Vocational Education,Vocational Schools,Educational Finance,College Role,Labor Force Development,Program Effectiveness,Graduation Rate,Credentials,Employment Level,Outcomes of Education,Wages,Job Skills

The Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant represented an unprecedented investment by the federal government in integrated postsecondary education and workforce training offered primarily by community and technical colleges. Between 2011 and 2018, 256 grants totaling nearly $2 billion were awarded through four rounds of competitive grants. Ultimately, 630 community colleges were represented in the overall group of 729 colleges and universities funded by TAACCCT, with community colleges making up 85 percent of all postsecondary institutions securing these grants (Cohen, 2017). More than any time in their over 100 years of existence, the TAACCCT grant spotlighted the critical role of community colleges in responding to economic downturns and preparing workers for a future in which postsecondary education and credentials are a necessity. This brief presents results of a meta-analysis of quasi-experimental design (QED) evaluation studies to estimate the average effects of TAACCCT grants on four student outcomes: program completion, credential attainment, post-training employment, and pre- to post-training wage change. Complementing emerging evidence on TAACCCT reported by the Urban Institute (see Cohen et al., 2017; Durham et al., 2017; Eyster, Cohen, Mikelson, &amp; Durham, 2017; and Durham, Eyster, Mikelson, &amp; Cohen, 2017) and forthcoming results from ABT Associates' national impact evaluation, we hope this brief contributes to a fuller understanding of the impact of TAACCCT on the outcomes of student participants, many of whom enrolled in community colleges to master skills needed to secure living-wage jobs in the aftermath of the Great Recession.
Making the Grade 2019: How Fair Is School Funding in Your State? A Guide for Advocates and Policymakers
Author: Farrie, Danielle
Date: 2019-00-00
Type: Reports - Research
Subjects: Educational Finance,State Aid,Expenditure per Student,Public Schools,Resource Allocation,Elementary Secondary Education,School Districts,Poverty,Educational Equity (Finance)

This report provides key insights into the difficult working conditions endured by teachers in Arizona and across the nation. Arizona provides just $8,569 in per pupil funding, the lowest among all states. In fact, Arizona provides $5,477 &quot;less&quot; per pupil than the national average. Arizona also invests only 2.5% of its state wealth, as measured by the gross domestic product of its economy, in K-12 public education -- the lowest percentage in the nation. And Arizona's high-need schools, as measured by district poverty levels, receive the same levels of funding as the state's low-need schools. In this report, the authors present their analysis of the condition of public school funding in Arizona and 48 other states. Using the most recently available data from the 2016-17 school year, they rank and grade each state on three core measures to answer the question: How fair is school funding in your state? The measures are: (1) Funding Level; (2) Funding Distribution; and (3) Funding Effort. Each state's rankings and grades on these school measures are presented as a tool to inform policymakers, business and community leaders, teachers, parents and students about the condition of public school funding in their state. The report is also designed to assist advocates in their efforts to improve the level and distribution of school funding for students in state public school systems.
Using Local, State, and Federal Dollars to Improve Pre-K to K Transitions
Author: Bornfreund, Laura
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Kindergarten,School Districts,Elementary Schools,School Role,Teacher Role,Board of Education Role,School Readiness,Transitional Programs,Educational Legislation,Federal Legislation,Disabilities,Equal Education,Federal Aid,Child Care,Grants,Block Grants,Local Government,State Government,Federal Government,Government Role,Financial Support,Early Intervention,Federal Programs

How can local education agencies (LEAs), elementary schools, and teachers make sure the kindergarten year deepens and builds on children's previous learning? What are the best ways to keep children and families connected to school and engaged in learning? And how can LEAs, schools, and classroom teachers provide the smoothest transition possible into kindergarten? These are questions that states, LEAs, and public elementary schools must address or risk lost time, learning, and engagement. There are a number of federal programs that can help support state and local efforts to improve transitions for new kindergarteners and their families, including the Every Student Succeeds Act (ESSA), Individuals with Disabilities Education Act (IDEA), Head Start Act, and the Child Care and Development Block Grants (CCDBG). Yet, in each of these programs, improved transitions for children are just one of many goals embedded in the program are competing for funding and time at the state and local level. To help state and local leaders focus their efforts to support smooth transitions, especially into kindergarten, this report discusses why transitions matter, highlight effective practices, explain funding streams that can support transition planning and activities, and share state and local examples.
Learning with Facebook: Preparing for the Mathematics Bagrut -- A Case Study
Author: Biton, Yaniv
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Test Preparation,Mathematics Tests,Social Media,Communities of Practice,Student Attitudes,Teacher Attitudes,Technology Uses in Education,Scaffolding (Teaching Technique),Teacher Student Relationship,Interaction,Computer Mediated Communication,Student Satisfaction,Peer Relationship,Cooperative Learning

To help students prepare for the resit exam of the mathematics Bagrut (Israeli matriculation) of 2013, the Center for Educational Technology established a virtual review session using Facebook, for four days before the exam. 614 students and 16 teachers participated. We examined three central questions, each about using Facebook to prepare for the mathematics Bagrut: What opportunities for learning were created? What are the students' opinions? What are the teachers' opinions? Analysis of the posts on Facebook revealed five types of situations with potential for learning. Answers to on-line questionnaires show that both students and teachers hold positive opinions towards the solution for learning provided by Facebook. We recommend researching the opportunities for learning afforded by the social networks. [For the complete proceedings, see ED597799.]