ethanporcaro/eric-fulltext-meta huggingface dataset:
Dual Language Education Programs: Current State Policies and Practices
Author: Boyle, Andrea
Date: 2015-12-00
Type: Reports - Research
Subjects: Bilingual Education,State Policy,Educational Policy,Immersion Programs,Language of Instruction,Definitions,Eligibility,Student Placement,Academic Standards,Program Evaluation,Language Proficiency,Teacher Qualifications,Faculty Development,Educational Finance,Educational Benefits,English Language Learners

This report presents an analysis of relevant research and extant data related to dual language education policies and practices. Dual language education programs are a type of bilingual education program in which students are taught literacy and academic content in English and a partner language. Dual language programs aim to help students develop high levels of language proficiency and literacy in both program languages, attain high levels of academic achievement, and develop an appreciation and understanding of multiple cultures. Recent research suggests that the approach provides more opportunities for English learners (ELs) to reach higher levels of academic achievement than other types of programs. Dual language programs vary in structure, implementation, and enrolled student populations. The main models include: (1) Two-way dual language programs (also known as two-way immersion programs), and (2) One-way dual language programs, in which students from predominantly one language group receive instruction in both English and a partner language. The first chapter of this report describes the historical and federal policy context for dual language programming and the data collection methods used to generate this report. Chapters II through VI then report on data collection and analysis for the areas related to dual language programs: (1) Chapter II: Key features and components of dual language programs, including state issued definitions, requirements, and guidance; (2) Chapter III: State-level and district-level eligibility and EL reclassification criteria; (3) Chapter IV: Standards, assessment, and accountability policies and practices; (4) Chapter V: Teacher qualifications, including certification requirements and professional development for educators; and (5) Chapter VI: State support available for dual language programs, including funding and technical assistance. The report concludes by briefly describing benefits associated with dual language programming; terminology, development, and sustainability challenges; state support for addressing these challenges; and areas for future research.
Culturally Responsive (Sustaining) Practices for Students with and at Risk for Disabilities: Annotated Bibliography
Author: Gadd, Sonja
Date: 2018-00-00
Type: Reference Materials - Bibliographies
Subjects: Culturally Relevant Education,Special Education,Intervention,Student Diversity,At Risk Students,Students with Disabilities,Transitional Programs,Planning

The purpose of this annotated bibliography is to synthesize relevant research and resources on the effective integration of culturally responsive/sustaining practices in special education. The strategies and interventions that have produced positive academic outcomes for culturally and linguistically diverse (CLD) students with and at risk for disabilities are briefly summarized. To conclude, additional resources on culturally responsive/sustaining practices are provided.
Research on the Paraná Speaks English Program: A Bibliographic Analysis
Author: Senefonte, Fabio Henrique Rosa
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Program Descriptions,Language Planning,International Education,Language Proficiency,Achievement Gains,Student Mobility,Higher Education,Research Reports,Program Evaluation,Citation Analysis,Research Methodology,Test Preparation,College Students,Language Tests

Unquestionably, discussions on the internationalization of higher education have gained currency in the educational context (Knight, 2004; Altbach; Knight, 2007; Delgado-Marquez; Hurtado-Torres; Bondar, 2011), and language policies prove to be a crucial issue in the internationalization arena. In this regard, Paraná's government created the Paraná Speaks Languages (English) Program in order to meet the demands of such internationalization. With this background in mind, this study aimed to provide a bibliographic analysis of the research on the aforementioned institutional program. Moreover, the study seeks to answer the following research inquiry: What is the focus of the body of literature on the Paraná Speaks English Program? Following the academic procedures of the bibliographic research, only three studies (Marson, Borges, 2015; El Kadri, Di Raimo, 2017; Marson, 2017) were found and analyzed under a qualitative perspective. Results show that the literature in this topic is significant scarce. Besides, the studies scrutinized are centered on virtual and real gains promoted by the program. Such gains concern the improvement in language proficiency, which in turn strengthens academic mobility and the internationalization of higher education.
Literature Review Related to Assessment and Accountability Provisions Relevant to English Learners
Author: August, Diane
Date: 2016-09-00
Type: Information Analyses
Subjects: Accountability,English Language Learners,State Standards,Language Proficiency,Stakeholders,Program Implementation,Program Evaluation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Validity,Reliability,Evaluation Methods,Scoring,Scaling,Information Security

This literature review begins with a description of the process used to conduct the literature review, parameters for the review, and the characterization of the literature. The body of this review consists of four sections: (1) Development and/or Adoption of State English Language Proficiency (ELP) Standards, (2) Design and Development of the ELP Assessment System, (3) Technical Quality, and (4) Uses of an ELP Assessment System for Accountability. The research questions are described at the beginning of each section. At the end of the document, Areas for Further Research are provided, some of which are related to outstanding problems of practice.
Parent and Family Involvement Annotated Bibliography. Updated
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2017-00-00
Type: Reference Materials - Bibliographies
Subjects: Parent Participation,Family Involvement,Annotated Bibliographies,Transitional Programs,Individualized Education Programs,Students with Disabilities,Secondary Education,Special Education,Autism,Emotional Disturbances,Behavior Disorders,Intellectual Disability,Minority Groups,Family School Relationship

The purpose of this annotated bibliography is to provide educators with sources that define parent and family involvement and offer suggestions for how to involve families in the transition planning process. Based on the categorical nature of the literature identified, the bibliography is organized by the following categories: parents of students with autism, emotional/behavior disabilities, learning disabilities, intellectual disabilities, and culturally diverse families. [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2009. It was then revised for the National Technical Assistance Center on Transition (NTACT) in September 2015 by D. A. Rowe and K. A. Hirano, and updated for NTACT in 2017.]
Early Warning Systems in Transition Annotated Bibliography. Updated
Author: Terrell, Misty
Date: 2017-00-00
Type: Reference Materials - Bibliographies
Subjects: Identification,Intervention,Secondary School Students,At Risk Students,Dropouts,Dropout Prevention,Annotated Bibliographies,Graduation,Predictor Variables,Educational Indicators,Predictive Validity

Early warning systems (EWS), in the context of secondary transition, are tools that analyze individual student-level data and estimate each student's risk of dropping out of school or completing school on time. Such tools generally consider three primary types of data--commonly referred to as the A, B, Cs: attendance/absence data, behavior/discipline data, and course performance/credit accrual data (Mac Iver &amp; Mac Iver, 2009). Based on the values of variables examined in each of these categories, a student is assigned a numeric score, which is compared to a series of cut points that delimit a series of risk levels (e.g., low, medium, high risk). The focus of the literature addressing EWS is primarily on school completion (i.e., dropout prevention and graduation), rather than on secondary transition per se, and is aimed at practitioners. Many EWS articles address the predictors of success for various grades (Allensworth, Gwynne &amp; de la Torre, 2014) and how EWS can be implemented to identify interventions and supports that will help students remain in school and succeed (Frazelle &amp; Nagel, 2015). This annotated bibliography summarizes various EWS publications according to the type of research (i.e., experimental, correlational, descriptive, discussion, reviews). [This bibliography was originally prepared for the National Technical Assistance Center on Transition (NTACT) in 2016 by Mathew Klare and Bradley Stevenson. It was updated in 2017 by Misty Terrell.]
Promoting Equity and Inclusion Using Restorative Practices for Students with and at Risk for Disabilities--Annotated Bibliography
Author: Gadd, Sonja
Date: 2019-00-00
Type: Reference Materials - Bibliographies
Subjects: Equal Education,Inclusion,Justice,Conflict Resolution,Students with Disabilities,At Risk Students,Transitional Programs,Intervention,Minority Group Students,African American Students,Program Implementation,Interpersonal Competence,Discipline,Suspension,Behavior Modification

The use of restorative practices, now popular in many schools, offer a step forward in the search of a promising solution to the disparate and overly punitive treatment of students of color and students with and at risk for disabilities. Restorative practices are student-centered interventions that are designed to establish positive relationships with all students (Kline, 2016). There is both a proactive and responsive component to restorative practices that can, and perhaps should, work in tandem to yield the most desirable outcome (Wachtel, 2013). The &quot;proactive&quot; component of restorative practices focuses on creating just and equitable learning environments and nurturing healthy relationships; whereas the &quot;responsive&quot; component focuses on repairing harm and transforming conflict (Evans &amp; Vaandering, 2016). The purpose of this annotated bibliography is to summarize relevant research and resources on restorative practices for students of color and students with and at risk for disabilities. The implementation of restorative practices and its associated outcomes are briefly summarized. To conclude, additional resources on restorative practices are provided.
Striving Readers Year 5 Project Evaluation Report: Ohio. An Addendum to the Year 4 Report
Author: Loadman, William E.
Date: 2011-12-00
Type: Reports - Research
Subjects: Reading Difficulties,Reading Programs,Program Evaluation,High School Students,Program Implementation,Fidelity,Reading Teachers,Faculty Development,Reading Instruction,Intervention

From October 2006 to June 2011, the Ohio Department of Youth Services (ODYS) implemented Scholastic's Read 180 program in the seven DYS high schools. Read 180, a daily 90-minute structured reading program, is composed of five components -- whole group, individualized learning, computer activities, small group, and wrap up. The program was offered to students randomly assigned to treatment conditions; these students were then assigned to the appropriate high school based on levels of offense. To be eligible, a student had to have a score below grade level (approximately 1000 Lexile points), but above &quot;below basic&quot; level (a Lexile score of 200 or less) at baseline on the Scholastic Reading Inventory (SRI). In the five years of program implementation, this resulted in 1982 youth (1058 Read 180 assigned, 924 traditional English assigned) housed at ODYS, which is a part of the targeted intervention portion of this evaluation. To assess the fidelity of the Read 180 implementation, professional development attendance records, number of minutes in Read 180 instruction, evaluation team observational records, and Scholastic in-class assessments and feedback were collected. PD attendance and number of minutes in Read 180 instruction were the sole data sources for evaluating the fidelity of the professional development and instructional models, respectively. ODYS's targeted intervention implementation study centers on four over-arching evaluation questions: (1) What was the level of implementation and facility level variability of professional development/support for coaches, Read 180 teachers/Aids, and principals in Years 1 through 5? (2) What was the level of implementation and facility level variability of classroom instruction in Years 1 through 5? (3) How did the level of implementation and variability of professional development/support for coaches, Read 180 teachers/Aids, and principals differ across Years 1 through 5? and (4) How did the level of implementation and variability of classroom instruction differ across Years 1 through 5? This report is an addendum to Ohio's Year 4 Striving Readers program evaluation report and contains data gathered and analyzed in year 5 of the project. The narrative here focuses on an update to the targeted intervention -- both program implementation and impact, with the whole school evaluation omitted. The Year 4 report discusses more contextual information (e.g., measures used, psychometric analysis of the primary outcome).
Striving Readers: Implementation and Impact of the Targeted and the Whole-School Interventions, Summary of Year 4 (2009-10)
Author: Hofstetter, Carolyn Huie
Date: 2011-06-00
Type: Reports - Research
Subjects: Reading Difficulties,Reading Programs,Reading Instruction,Program Implementation,Program Evaluation,Middle School Students,High School Students,School Districts,Literacy Education,Outcomes of Education,Intervention,Faculty Development,Reading Improvement,Reading Achievement,Fidelity,English Language Learners

The San Diego Unified School District Striving Readers Project aims to work within the research base on adolescent literacy to conceptualize, describe and apply the elements of effective teaching and professional development with the goal of increasing the literacy achievement of struggling adolescent readers. Since the inception of the Striving Readers grant program in 2006-07, the San Diego Unified School District (SDUSD) has implemented an innovative adolescent literacy program, called Strategies for Literacy Independence across the Curriculum (SLIC), in eight middle and high schools throughout the District. An additional eight middle and high schools are participating as comparison schools. In total, 16 middle and high schools are participating in the San Diego Striving Readers evaluation study. This report summarizes the targeted and whole-school SLIC literacy programs and presents implementation and impact findings from the first four years (2006-07, 2007-08, 2008-09, 2009-10) of the 5-year evaluation study. [This report was submitted to the U.S. Department of Education, Office of Elementary and Secondary Education to fulfill requirements of the Striving Readers grant.]
Having Our Say: Examining the Career Trajectories of Black Male Educators in P-12 Education
Author: Underwood, Kimberly
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Career Development,African American Teachers,Males,Elementary Secondary Education,Teacher Recruitment,Teacher Persistence,Faculty Mobility,Teacher Attitudes,Personal Narratives,Disproportionate Representation,Teaching Experience,Socialization,Inclusion,Diversity (Faculty)

Despite students of color comprising over 50% of current classroom populations and the United States Census Bureau's prediction that people of color will become the &quot;majority-minority&quot; in the overall United States population by 2043, these trends fail to correlate with representations of educators of color in P-12 education, especially for new cohorts of Black male teachers. In fact, according to the National Center for Education Statistics (NCES), male educators comprise only 23% of the public school workforce and more Black male teachers represent less than 2% of the total teacher population. Undoubtedly, the clarion call of all stakeholders within P-12 education should be seeking and retaining qualified and caring educators regardless of race or ethnicity. As such, race and ethnicity cannot be the sole factor in determining how teachers are recruited, hired, and promoted. However, there is an abundance of evidence to support the presence of diverse racial and ethnic demographics as necessary, influential factors in creating progressive school systems. Therefore, the diversification of P-12 schools should remain a key priority in current education reform strategies. The content of this white paper will include a critical examination of the career trajectories of Black male educators from three perspectives: recruitment, retention, and mobility. Insights, observations, and opinions of these dynamic fellows, using reflective quotes and personal narratives are incorporated throughout this document. Finally, this focused dialogue presents recommendations for future initiatives, models, and actions supporting Black males in education.
Quantifying and Predicting Variation in the Medium-Term Effects of Oversubscribed Prekindergarten Programs. Working Paper
Author: Unterman, Rebecca
Date: 2019-07-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Children,Grade Repetition,Kindergarten,Grade 1,Grade 2,Grade 3,Elementary School Students,Academic Achievement,Program Effectiveness,Special Education,Mathematics Achievement,Reading Achievement,Language Arts,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Language Usage,Socioeconomic Status,Low Income Students,Educational Quality

In this paper we use data from students who participated in the oversubscribed Boston Public Schools (BPS) prekindergarten program as a window into variation in the program's medium-term effects. We first examine whether, for the sample of students who applied to oversubscribed BPS prekindergarten programs, there is variation in the effects of the Boston prekindergarten program on children's kindergarten-through-second-grade retention, kindergarten-through-third-grade special education placement, and third-grade state test scores. We find statistically significant variation in effects on student outcomes, and we predict this variation with multiple proxies for early elementary school quality. We find that the academic proficiency of third-graders within the schools for which prekindergarten children competed is most strongly associated with prekindergarten program effects. Students who won a lottery for a prekindergarten program in a school with third-grade academic proficiency scores in the bottom quartile of the distribution experience no or negative effects by third grade. In contrast, students who won a lottery for a prekindergarten program in a school with third-grade academic proficiency scores in the top quartile of the distribution experience positive effects by third grade. An exploration of how this quality measure is defined suggests that while a part of its predictive power may be related to the characteristics of the students who enroll in these schools (specifically, their family income level), it also appears that the schools themselves contribute to these effects. Prekindergarten gains persisted if kids applied to and won a seat in a higher-quality elementary school.
Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed Method Study
Author: Shernoff, Elisa S.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Psychologists,Role,Beginning Teachers,Intervention,Teacher Effectiveness,Facilitators (Individuals),Urban Schools,Poverty,Program Effectiveness,Barriers,Communities of Practice,Elementary Schools

School psychologists have training and expertise in consultation and evidence-based interventions that positions them well to support early career teachers (ECTs). The current study involved iterative development and pilot testing of an intervention to help ECTs become more effective in classroom management and engaging learners, and more connected to colleagues. The intervention included group seminars, professional learning communities, and coaching. The sample included N = 15 ECTs and N = 57 school personnel in three high-poverty, urban schools. Feasibility and initial promise of the intervention was examined using a mixed method design, which yielded promising trends in ECTs effectiveness and connectedness. ECTs described facilitators to effectiveness and connectedness associated with the intervention and barriers associated with the structural realities of schools and gaps in their training. ECTs described effectiveness as neither static nor global, and perceived meaningful progress, leveraging individual relationships and group formats to receive instrumental and emotional support. [This article was published in &quot;School Psychology Review&quot; (EJ1141224).]
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (6th, Hong Kong, February 8-10, 2019)
Author: Kommers, Piet, Ed.
Date: 2019-02-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Elementary School Students,Reflection,Computer Mediated Communication,Evaluative Thinking,Computer Science Education,Logical Thinking,Low Achievement,Intervention,Goal Orientation,Computer Uses in Education,Student Centered Learning,Educational Practices,Electronic Learning,Coding,Diversity,Programming,Parent Attitudes,Workshops,Program Effectiveness,Blended Learning,Higher Education,Foreign Countries,Integrated Learning Systems,Computer Oriented Programs,Music,Listening,Vocabulary,Skill Development,Mentors,Active Learning,Cooperative Learning,Knowledge Management,Computer Software,Web Based Instruction,American Indian Languages,Educational Policy,College Faculty,College Students,Teacher Student Relationship,Interpersonal Communication,Teacher Attitudes,Elementary School Teachers,Creative Thinking,Game Based Learning,21st Century Skills,Transformative Learning,Biology,Visual Aids,Undergraduate Students,Student Responsibility,Learning,College Instruction,Beginning Teachers,Professional Identity,Computer System Design,Secondary School Students,High School Students

These proceedings contain the papers and poster of the 6th International Conference on Educational Technologies 2019 (ICEduTech 2019), which has been organised by the International Association for Development of the Information Society and co-organised by the Lingnan University, in Hong Kong, February 8-10, 2019. ICEduTech is the scientific conference addressing real topics as seen by teachers, students, parents and school leaders. ICEduTech conference topics include: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education.