ethanporcaro/eric-fulltext-meta huggingface dataset:
Pods in Action: Neighborhood North. A Museum of Play
Author: Steiner, Elizabeth D.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Play,Museums,COVID-19,Pandemics,Institutional Mission,Equal Education,At Risk Students,Social Emotional Learning,Academic Achievement,Student Needs,Child Care,School Districts,Religion,Organizations (Groups),Kindergarten,Elementary School Students,Educational Benefits,Staff Development,Barriers,Community Organizations,Cooperative Learning,School Community Relationship,Student Diversity

Neighborhood North, a play-oriented community museum in Beaver Falls, Pennsylvania, had just opened when the COVID-19 pandemic hit, and schools closed. The museum's mission is to increase educational equity in the community. Neighborhood North leaders immediately saw a need to support students at risk of falling behind in school with academic learning and social and emotional development and support families by providing childcare. Administrators collaborated with the local school district and a local faith-based organization that provided summer and out-of-school-time programming to organize two learning pods for children in grades K-5. Although this approach enabled rapid and low-cost start up in a crisis and benefitted to students, limited support and training for staff created challenges and may have limited the academic impact. This brief describes Neighborhood North's experience and the importance of community-based organizations (CBOs) in crisis response.
School Boards Driving Turnaround: Wichita Public Schools
Author: Corbett, Julie
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: School Turnaround,Public Schools,Board of Education Role,Educational Improvement,Budgets,Retrenchment,State Standards,Educational Assessment,Politics of Education,Boards of Education,Strategic Planning,Superintendents,Accountability

In line with the Center on School Turnaround's charge to support states' efforts, they sought to highlight three districts engaged in focused turnaround efforts where their respective boards played a key role in catalyzing, shaping, and supporting targeted improvement efforts. This brief is one of three describing the work. The three briefs examine Baboquivari Unified School District (Arizona), New Haven Public Schools (Connecticut), and Wichita Public Schools (Kansas). The goal in developing these briefs is to present information-rich cases that could inform state and district efforts to optimize the board's role in school turnaround. Each brief includes a district profile; descriptive information about the broader community and state context; a description of the district's turnaround efforts; an overview of the board's membership, organization, and functions; a discussion of the board's role in the turnaround effort; and key takeaways. For this case study of Wichita Public Schools, the authors conducted interviews with the superintendent, two senior district administrators, two former board members, and four current board members. In addition, they attended and observed a routine board meeting in March 2015; reviewed the district's website; analyzed student performance data; and reviewed board meeting agendas, policies, and minutes. [For the New Haven Public Schools case study, see ED622449.]
School Boards Driving Turnaround: New Haven Public Schools
Author: Corbett, Julie
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Boards of Education,Board of Education Role,School Turnaround,Educational Improvement,Public Schools,Educational Change,Contracts,Unions,Community Involvement,Board Administrator Relationship,Superintendents

In line with the Center on School Turnaround's charge to support states' efforts, they sought to highlight three districts engaged in focused turnaround efforts where their respective boards played a key role in catalyzing, shaping, and supporting targeted improvement efforts. This brief is one of three describing the work. The three briefs examine Baboquivari Unified School District (Arizona), New Haven Public Schools (Connecticut), and Wichita Public Schools (Kansas). The goal in developing these briefs is to present information-rich cases that could inform state and district efforts to optimize the board's role in school turnaround. Each brief includes a district profile; descriptive information about the broader community and state context; a description of the district's turnaround efforts; an overview of the board's membership, organization, and functions; a discussion of the board's role in the turnaround effort; and key takeaways. For this case study of New Haven Public Schools, the authors conducted interviews with the superintendent, another senior district administrator, three current board members, the president of the New Haven Federation of Teachers, and the former mayor. In addition, they attended and observed a routine board meeting in April 2015; reviewed the district's website; analyzed student performance data; and reviewed board meeting agendas, policies, and minutes. [For the Wichita Public Schools case study, see ED622448.]
Pods in Action: Engaged Detroit. Spurred by Pandemic, a Black Homeschool Co-Op in Detroit Helps Families Thrive as They Educate Their Own Children
Author: Gatewood, Britany J.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Blacks,African Americans,Home Schooling,Cooperative Education,Pandemics,COVID-19,Program Descriptions,Entrepreneurship,Social Change,Elementary Secondary Education,Preschool Education

Lengthy school closures due to the COVID-19 pandemic were challenging across the country. In cities like Detroit, where many students already were struggling, the difficulties for students and families were compounded. Bernita Bradley, a social entrepreneur and education-reform advocate, launched Engaged Detroit to help Black families interested in homeschooling &quot;take control&quot; of their children's learning. Engaged Detroit is a homeschool cooperative established on August 25, 2020. The co-op supports a culturally relevant educational approach that empowers families to educate their children based on their goals and values, including project-based, hands-on, and real-world learning supplemented by extracurricular and enrichment activities. The Center on Reinventing Public Education (CRPE) interviewed coaches, parents, and the founder of Engaged Detroit during summer 2021 to learn more about the organization. This case study provides a description of the implementation of Engaged Detroit.
Language Lessons. Designed to Introduce Young Learners, Deaf Mutes and Foreigners to a Correct Understanding and Use of the English Language, on the Principle of Object Teaching
Author: Peet, Isaac Lewis
Date: 1875-00-00
Type: Historical Materials
Subjects: Textbooks,Deafness,English (Second Language),Second Language Learning,Second Language Instruction

The book opens with the names of twelve objects, which the teacher must have before him. These names have been selected with a view to embracing the whole alphabet, so that when the pupil has learned to write them, he has also learned to form all the letters in use. The teacher then directs the pupil, in writing, to touch one of these objects, and, in reply to the written question, &quot;What did you do?&quot; to write such a sentence as this, &quot;I touched the box.&quot; In a similar way are taught, by gradual advancement, all the personal pronouns, nominative, possessive and objective, singular and plural, the interrogatives &quot;who,&quot; &quot;which,&quot; &quot;what,&quot; &quot;how many&quot; and &quot;where,&quot; the inflections of case and number in nouns, the distinction to be observed between the definite and the indefinite article, the proper use of prepositions, the conjunction &quot;and,&quot; the words and characters expressing numerals up to one hundred, adjectives denoting color and other properties equally perceptible, and a considerable number of verbs. The sentence-forms are confined to the illustration of the government of the objective case by the transitive verb or its equivalent, and time is exemplified by the present imperative and the past indicative. The exercises which are to be performed by the mutual action of the teacher and pupil, are printed in script type, so that the latter, in learning to write, may have a clear and correct model constantly before him, for educating the eye and training the hand. This first book provides an introduction to a course and has been designed particularly for class-instruction, but it is equally well adapted to the education of a single pupil.
The Elementary and Secondary Education Act (ESEA), as Amended by the Every Student Succeeds Act (ESSA): A Primer. CRS Report R45977, Version 6. Updated
Author: Skinner, Rebecca R.
Date: 2022-04-20
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Finance,Federal Aid,Resource Allocation,Academic Achievement,Disadvantaged,Grants,School Districts,Accountability,Educational Improvement,Migrant Education,At Risk Students,Intervention,Expenditure per Student,Management Development,Second Language Instruction,Family Programs,American Indian Education,Statewide Planning

This report provides an overview of major provisions of the Elementary and Secondary Education Act (ESEA). It also includes a table showing annual appropriations for ESEA programs for FY2017 through FY2022, as well as a table showing the transition in authorized programs and related appropriations from FY2016, when No Child Left Behind Act of 2001 (NCLB) provisions were still in effect, to FY2017, when Every Student Succeeds Act (ESSA) provisions took effect. A table detailing authorizations of appropriations under current law is also included. The ESSA authorized appropriations for ESEA programs through FY2020.
School Meals and Other Child Nutrition Programs: Background and Funding. CRS Report R46234, Version 8. Updated
Author: Billings, Kara Clifford
Date: 2022-05-23
Type: Reports - Descriptive
Subjects: Breakfast Programs,Lunch Programs,Nutrition,Food Service,Eligibility,Educational Policy,COVID-19,Pandemics,Federal Programs,Federal Aid,Purchasing,Grants,Summer Programs,Food Standards

This report starts with an overview of child nutrition programs' funding structure and then provides detail on each program, including a discussion of how they are administered, eligibility rules for institutions and participants, nutritional and other program requirements, and recent policy changes. Changes to child nutrition programs that have applied during the COVID-19 pandemic are briefly discussed.
Examples of Actions Taken by Principals Trying to Lead Turnaround. The Center on School Turnaround Four Domains Series
Author: Meyers, Coby
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Principals,School Turnaround,Educational Change,Educational Strategies,Institutional Mission,Educational Objectives,Data,Change Agents,Transformational Leadership,Educational Improvement,Data Use,Teacher Dismissal,Teacher Recruitment,Alignment (Education),Educational Assessment,Standards,Partnerships in Education

This report describes examples of actions that school principals have taken in trying to lead turnaround. Most principals have either not worked in a turnaround situation or have fallen short in a turnaround attempt, despite their best efforts. Not all of the principals highlighted in this report have successfully turned around their schools, but we intend for these examples to be helpful to other principals, teacher-leader teams, and principal supervisors who are looking to approach turnaround work with strategic, but less common actions in an effort to get new, better results. The authors draw on prior research to frame the examples. The report also draws on the observations of two organizations with deep experience in the turnaround field: Public Impact and the University of Virginia Darden/Curry Partnership for Leaders in Education. The examples of actions that are described in this report are organized into categories familiar to many principals in both typical schools and in turnaround schools, namely: vision, goals, data, change leadership, teachers and leaders, instruction, and strategic partnerships. These categories are also tied to domains and practices described in the Center on School Turnaround's &quot;Four Domains for Rapid School Improvement: A Systems Framework.&quot;
Equitable Pandemic Learning Pods? A Glimpse of an Emerging Ecosystem
Author: Kim, Juli
Date: 2022-04-11
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Communities of Practice,Ecology,Equal Education,Access to Education,Distance Education,Educational Finance,Facilitators (Individuals),Accountability,Organizations (Groups),Philanthropic Foundations

What supports were needed to enable the small learning communities, or pods, that emerged in 2020 and 2021? While learning pods may have emerged as a temporary response to a crisis, some persisted in fall 2021, either because of continued uncertainty over the pandemic's trajectory or because of their potential value as part of new structure for public education. This working paper maps the ecosystem of organizations needed to support a small subset of these learning communities, and offers conclusions to help leaders make the most of this opportunity: (1) Start with the &quot;organizer&quot;; (2) Focus on ecosystem gaps; (3) Attend to funding; (4) Move (with caution!) toward accountability; and (5) Pursue equity.
Use of Personalized Learning Platforms in One Pandemic-Era Microschool: A Case Study
Author: Doss, Christopher
Date: 2022-06-00
Type: Reports - Research
Subjects: Individualized Instruction,Small Schools,COVID-19,Pandemics,Educational Innovation,Educational Objectives,Blended Learning,Academic Achievement,Outcomes of Education,Case Method (Teaching Technique)

The proliferation of settings in which personalized learning platforms have been used during the pandemic offers rich opportunities for describing those use cases and understanding how such platforms might affect students' academic, social, and emotional outcomes. There is relatively little known about which use cases provide the best outcomes for students. In this report, the authors discuss one example of how personalized learning platforms were used in the first year of implementation in an innovative learning environment: the Southern Nevada Urban Micro Academy (SNUMA). The SNUMA use case interested the researchers because leaders set ambitious goals for students whose learning was assessed as being below grade level. These goals encouraged extensive use of personalized learning platforms--usage that, to the best of the authors' knowledge, exceeded developer recommendations. The platform metrics examined suggest that most students made substantial progress and were assessed as performing at grade level by the end of the school year. However, these results also raise many questions. It is unknown, for example, if these gains will be validated by standardized assessments or if they were achieved at the expense of students' social and emotional well-being.
The Effects of an Academic Language Program on Student Reading Outcomes. Evaluation Report. NCEE 2022-007r
Author: Corrin, William
Date: 2022-08-00
Type: Reports - Research
Subjects: Academic Language,Reading Instruction,Reading Comprehension,Reading Skills,Elementary School Students,Grade 4,Grade 5,Reading Programs,Supplementary Education,Supplementary Reading Materials,Speech Communication,Reading Achievement,Economically Disadvantaged,Reading Teachers,Faculty Development,Outcomes of Education

Helping English learners and students from economically disadvantaged backgrounds read and perform academically as well as their more advantaged peers remains a struggle for many schools seeking equitable outcomes for their students. Research suggests that an increased focus on learning of academic language--the formal language used to read, write, listen, and speak about the topics studied in school--may be one way to boost student and school success. This study investigated WordGen Elementary, a program designed to improve fourth- and fifth-grade students' ability to understand and communicate academic language and their general reading skill. The program included a curriculum of supplemental reading, speaking, and writing activities for students to engage in over a school year, as well as ongoing professional development to support teachers' delivery of the curriculum in their classrooms. About sixty schools from six districts around the country agreed to participate and were assigned at random to implement the program or continue with their typical language instruction programs and practices. The study compared the average reading performance of these two groups of schools to assess the program's effectiveness. Key findings include: (1) The program did not affect the academic language skills or reading performance of students overall; (2) Despite the program's attention to instruction relevant to the specific learning needs of English learners and students from economically disadvantaged backgrounds, the program had no effect on academic language skills or reading performance of either group; and (3) The training and support provided to teachers during the year did not change most aspects of instruction that were targeted by the program, which might explain the lack of effects on student outcomes. [For the Study Highlights, see ED622460. For the appendix, see ED622461.]
The Effects of an Academic Language Program on Student Reading Outcomes. Study Highlights. NCEE 2022-007h
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Academic Language,Reading Programs,Reading Instruction,Economically Disadvantaged,Elementary School Students,Grade 4,Grade 5,Reading Achievement,Program Effectiveness,Reading Improvement,Outcomes of Education,Scores,English Language Learners

Helping English learners and economically disadvantaged students read as well as their more advantaged peers is a struggle for many schools. This study tested WordGen Elementary, a program to improve fourth- and fifth-grade students' ability to understand the academic language used in school and support their reading achievement. This Study Highlights presents the following key findings from the study: (1) The program did not improve reading outcomes for students overall); (2) The program also did not improve outcomes for English learners or economically disadvantaged students; and (3) While the program targeted three types of instructional strategies, it changed teachers' classroom practice for only one. [For the full report, see ED622459. For the appendix, see ED622461.]
The Effects of an Academic Language Program on Student Reading Outcomes. Appendix. NCEE 2022-007a
Author: Corrin, William
Date: 2022-08-00
Type: Reports - Research
Subjects: Academic Language,Reading Programs,Program Effectiveness,Reading Achievement,Reading Instruction,Elementary School Students,Grade 4,Grade 5,Outcomes of Education,Program Evaluation,Program Descriptions,Research Design,Data Collection,Data Analysis,Program Implementation

These are the appendices for the report &quot;The Effects of an Academic Language Program on Student Reading Outcomes.&quot; This study investigated WordGen Elementary, a program designed to improve fourth- and fifth-grade students' ability to understand and communicate academic language and their general reading skill. The program provider offered training and ongoing professional development activities designed to support teachers' delivery of the associated curriculum in their class rooms. About sixty schools from six districts around the country were assigned at random to implement the program or continue with their typical language instruction programs and practices. The study gauged the program's effects on student outcomes by comparing the average student reading performance of these two groups of schools. This document provides supporting details on the academic language program being evaluated, the research activities carried out by the study team, and supplementary analyses for the findings presented in the report. The following four appendices are included: (1) The Academic Language Program; (2) Study Design, Data Collection, and Analytic Approaches; (3) Supplemental Information on Findings in the Report; and (4) Supplemental Findings. [For the full report, see ED622459. For the Study Highlights, see ED622460.]
COVID Impact on Higher Education Classrooms
Author: Swanson, Dewey A.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Web Based Instruction,Educational Change

The COVID-19 pandemic has created many problems in our society today from psychological, political, economic and educational standpoints, just to name a few. This is a generational event that we will look back on as creating &quot;the new normal&quot; for our society. In March of 2020, Purdue University transitioned from teaching students in a traditional face-to-face format to an online format. Over Spring Break of that year, faculty and staff worked tirelessly to create an online environment that served over 40,000 students in thousands of classes to complete the spring 2020 semester. The following semesters have led to additional changes as we have eased back into the classroom. In this paper we are going to focus on how this pandemic has influenced the classrooms over the last two years at our regional campus in Columbus. While we hope to get back to the way things were done in the classroom before the pandemic, some things are going to change permanently. The good news is, some of these changes are positive for our campus. We will take a look at what we think will be the permanent impact on our higher education classroom environments. In our presentation, we would also like to hear from you and learn what your thoughts are on how the teaching processes and techniques will be affected in the years to come. [For the full proceedings, see ED622414.]
Undergraduate Student Perceptions of the Qualities of Effective Online Software Instructional Video
Author: Hooper, Chelsy
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Attitudes,Instructional Effectiveness,Instructional Materials,Video Technology,Computer Software,Library Services

Undergraduate university students experience a knowledge gap when required to use unfamiliar software applications without the benefit of direct instruction. As a solution, students often turn to online support, particularly video, but little is known about students' perceptions of the effectiveness of support videos. As libraries are a principle resource on campus where students can seek additional academic help, library staff can benefit from a study of student perceptions of the effective qualities of online instructional support video for software knowledge development. Understanding student perceptions can increase the effectiveness of library staff instructional video and improve the knowledge gap of undergraduate students. This study employed the theoretical framework of Mayer's Cognitive Theory of Multimedia Learning (2001) to explore the perceptions of undergraduate students of the effectiveness of instructional videos. This basic qualitative study sought to gather information on undergraduate students' perceptions of the qualities of effective online software instructional videos through descriptive survey and semi-structured interviews with thematic analysis. Themes discovered revealed positive perceptions of video with a natural class setting and personalization as well as desires for previous experience with software, more interactivity and segmenting, and the development of skills perceived as useful for the future. [For the full proceedings, see ED622414.]