ethanporcaro/eric-fulltext-meta huggingface dataset:
Choices Worth Making: Creating, Sustaining and Expanding Diverse Magnet Schools. A Manual for Local Stakeholders
Author: Ayscue, Jennifer
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Magnet Schools,Equal Education,School Districts,Student Diversity,Student Recruitment,Sustainability,Racial Composition,Educational History,Elementary Secondary Education

The purpose of this manual is to support school districts and schools in developing diverse and equitable magnet programs. It is intended to help stakeholders during the planning phases of developing new magnet schools or during the revision or expansion of existing magnet schools. The manual focuses on: (1) Why districts should consider intentionally diverse magnets; (2) Evidence for intentionally diverse magnets; (3) The background of magnet schools; (4) Developing a diverse and equitable magnet school; (5) First door strategies to enroll a diverse student body; (6) Second door strategies to facilitate successful integration of diverse student groups; (7) Sustaining a magnet school; and (8) How to build political will for diverse and equitable magnet schools.
Blended Beyond Borders: A Scan of Blended Learning Obstacles and Opportunities in Brazil, Malaysia, &amp; South Africa. RR.5.2017
Author: Fisher, Julia Freeland
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Blended Learning,Barriers,Educational Technology,Electronic Learning,Comparative Education,Educational Innovation,Human Capital,Program Implementation,Centralization,Educational Trends,Computer Software,Outcomes of Education,Access to Computers,Internet,Faculty Development,Technology Integration,Assignments,Learning Laboratories,Computer Assisted Instruction,Elementary Secondary Education

The WISE Report from the Clayton Christensen Institute explores perspectives on the blended learning process through the institute's comprehensive surveys of the three countries. This report touches on a number of school-based efforts to implement educational technology, focusing on whether, and how, a sample of brick-and-mortar schools in Brazil, Malaysia, and South Africa use online learning to deliver content in new, more flexible ways. Without directly comparing the samples, data from surveys and case studies showed a few common themes across all three countries: (1) The need to clearly distinguish between technology-rich versus blended-learning models; (2) Innovations in online and blended learning tend grow differently in different circumstances, depending on the success metrics to which they are held; and (3) Infrastructure and human capital pose some of the greatest challenges to implementing technology in general, and blended learning in particular. [This report was co-produced by WISE (World Innovation Summit of Education), an initiative of Qatar Foundation.]
How to Create Higher Performing, Happier Classrooms in Seven Moves: A Playbook for Teachers
Author: Staker, Heather
Date: 2017-00-00
Type: Reports - Research
Subjects: Elementary Schools,Secondary Schools,Business,Administration,Administrator Role,Teamwork,Empowerment,Coaching (Performance),Feedback (Response),Trust (Psychology),Accountability,School Administration

This playbook shares the findings of three researchers who set off to discover what K-12 schools can learn from the best-run organizations in America. They looked systematically at the structures and processes that high-performing managers put in place to create their dynamic cultures. They found that the best managers had many things in common that the worst managers uniformly lacked, and from that, they created a list of seven moves for teachers: (1) Empower the team and do not micromanage; (2) Be a good coach; (3) Emphasize accountability; (4) Give feedback; (5) Build relationships of trust; (6) Help students hold themselves accountable; and (7) Hold yourself accountable. [This report was produced in collaboration with Ready to Blend, Oxford Day Academy, and Growth Public Schools.]
Early Childhood Preparation for School Leaders: Lessons from New Jersey Principal Certification Programs
Author: Sakai, Laura
Date: 2017-00-00
Type: Reports - Research
Subjects: Principals,Certification,Early Childhood Education,Young Children,Leadership Training,Internship Programs,Program Implementation,Faculty Development,Instructional Leadership,School Administration,Administrator Education,Leadership Effectiveness,Leaders

In light of the changing landscape of state-funded public education and changing expectations for principals in elementary schools, researchers examined the status of New Jersey principal certification programs in order to allow policymakers, institutions of higher education, and other stakeholders to assess the capacity of the state's higher education system and inform policy, practice, and investment related to the pre-K-3 continuum. The New Jersey Department of Education commissioned the Center for the Study of Child Care Employment (CSCCE) to implement the Early Childhood Higher Education Inventory: Principal Certification Programs (CSCCE, 2016), a research tool used to assess the inclusion of early education in required course content and internships. Across New Jersey, 23 institutions of higher education offer a program of study that leads to principal certification. The findings in this report represent the majority of these programs and include the current state of principal certification programs in New Jersey with regard to: (1) The format in which the certification program is offered; (2) The extent to which New Jersey principal certification programs require principal candidates to attain the knowledge, skills, and experiences associated with effective school leadership; (3) The extent to which programs provide opportunities for principal candidates to engage in internship experiences in schools with pre-K-3 classrooms; and (4) The challenges facing programs associated with preparing principal candidates to lead schools with pre-K-3 classrooms.
Innovation and Quality Assurance in Higher Education
Author: Horn, Michael B.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Educational Quality,Quality Assurance,Higher Education,Barriers,Accreditation (Institutions),Models,Competency Based Education,Partnerships in Education,Electronic Learning

This paper discusses the nature of higher education business models and how innovation can (or cannot) occur within those models. It explores the stories of educational institutions as they have tried to launch innovative practices, profiling Bellevue University (Nebraska) and Tiffin University (Ohio), schools that tried to build innovative online programs only to find themselves having run afoul of their accreditor. It also explores the story of Southern New Hampshire University, which successfully built a program, College for America, that is quite similar in certain respects to what Bellevue and Tiffin attempted. The paper discusses the experience of General Assembly, a bootcamp which is not accredited and does not have access to Title IV funding. Together these stories illustrate that accreditation is not necessarily at odds with innovation. Accreditors can block innovation, but they can also facilitate it. Institutions, however, do not always know what their accreditor will allow them to do when they seek to innovate--or what resources they may have to expend to convince an accreditor that an innovation should be permissible. [This paper was first published as a chapter in &quot;Accreditation on the Edge: Challenging Quality Assurance in Higher Education,&quot; Johns Hopkins University Press, 2018.]
Barriers to Success: Moving toward a Deeper Understanding of Adversity&apos;s Effects on Adolescents
Author: Porche, Michelle V.
Date: 2017-03-00
Type: Reports - Research
Subjects: Barriers,Success,Adolescents,At Risk Persons,Disadvantaged Youth,Racial Differences,Ethnicity,Family Income,Mothers,Parent Background,Educational Attainment,Longitudinal Studies,Well Being,Caregivers,Responsibility,Student Attitudes,Homeless People,Socioeconomic Influences

All young people have the potential to succeed--to do well academically, socially, and economically. Some young people, though, experience cumulative and chronic adversity along the way--disrupting their opportunities to thrive. Young people have the best chance to realize their potential when communities can intentionally align support with young people's needs and strengths. Given that so many youth face adversities that undermine their potential, the Center for Promise is intent on learning more about Adverse Life Experiences (ALEs), their effects, and the kinds of support and resources youth need to thrive in spite of them. This report, a collection of findings from four separate studies with three independent and representative data collections on youth in America, offers insights and recommendations that can be used by practitioners and policymakers to help mitigate the impact that multiple adversities have on the lives of America's youth.
Unique and Compensatory Associations of Executive Functioning and Visuomotor Integration with Mathematics Performance in Early Elementary School
Author: Duran, Chelsea A. K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Primary Education,Elementary School Students,Low Income Groups,Grade 1,Kindergarten,Executive Function,Mathematics Skills,Skill Development,Geometry,Young Children,Visual Perception,Spatial Ability,Psychomotor Skills,Urban Schools,Achievement Tests,Arithmetic,Diagnostic Tests,Mathematics Tests

Research has illuminated contributions--usually modeled separately--of both executive functioning (EF) and visuomotor integration (VMI) to mathematical development in early elementary school. This study examined simultaneous associations of EF and VMI, measured at the beginning of the school year, with concurrent and later mathematics performance on several mathematics assessments in kindergartners (n = 89, M[subscript age] = 5.5 years) and first graders (n= 73, M[subscript age] = 6.6 years) of low socioeconomic status. Both skills were related to concurrent performance on all assessments, as well as improvement through the end of the school year for all but a geometry subtest, which was predicted only by VMI. No significant influence of an interaction between the skills was present, except for concurrently on the geometry subtest and longitudinally on an assessment with a relatively strong emphasis on informal skills. Findings are discussed in the context of supporting mathematics development in early childhood.
Preschool and Children&apos;s Outcomes in Elementary School: Have Patterns Changed Nationwide between 1998 and 2010?
Author: Bassok, Daphna
Date: 2018-00-00
Type: Reports - Research
Subjects: Children,Longitudinal Studies,Correlation,Preschool Education,Outcomes of Education,Elementary School Students,Academic Achievement,Child Behavior,Student Characteristics,Institutional Characteristics,Self Control,Kindergarten,Grade 1,Grade 3

This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes--both at school entry (Mean age = 5.6 years in both cohorts) and through third grade--have changed over time. Findings are strikingly similar across these two, nationally representative, U.S. cohorts: preschool is positively associated with academic outcomes and negatively associated with behavioral outcomes both at school entry and as children progress through school. Heterogeneity is documented with respect to child and preschool characteristics. However, there is no evidence that associations between preschool and medium-term child outcomes differ by elementary school characteristics. [This is the online version of an article published in &quot;Child Development.&quot;]
Becoming College-Ready: Early Findings from a CUNY Start Evaluation
Author: Scrivener, Susan
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Urban Schools,Remedial Instruction,College Readiness,Remedial Mathematics,Remedial Reading,Writing Instruction,Academic Advising,Tutoring,Seminars,Skill Development,Program Effectiveness,Developmental Studies Programs,Academic Achievement

Many students who enter community college are deemed underprepared for college-level courses and are referred to developmental (remedial) education courses to build their math, reading, or writing skills. These students often struggle in developmental courses and in college more broadly. To help them, the City University of New York (CUNY) developed CUNY Start. CUNY Start targets incoming students who are assessed as needing remediation in math, reading, and writing. The program delays college matriculation (enrollment in a degree program) for one semester and provides intensive instruction in math, reading, and writing during that semester with a prescribed instructional approach. It also provides advising, tutoring, and a weekly seminar that teaches students skills they need to succeed in college. This report is an evaluation of the program. Findings in this report include: (1) CUNY Start was implemented as it was designed, and the contrast between the program and the colleges' standard courses and services was substantial; (2) During the first semester in the study, program group students made substantially more progress through developmental education than control group students; effects were especially large in math. In contrast, during that same semester, control group students earned more college credits than program group students, as predicted by CUNY Start's designers; and (3) During the second semester, program group students enrolled at CUNY colleges (that is, participated in CUNY Start or enrolled in any non-CUNY Start courses as matriculated students) at a higher rate than control group students. Seven appendices are included.
Blended (R)evolution: How 5 Teachers Are Modifying the Station Rotation to Fit Students&apos; Needs
Author: Maxwell, Clifford
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Blended Learning,Individualized Instruction,Educational Innovation,Learner Controlled Instruction,Educational Change,Elementary School Students,Middle School Students,Learning Laboratories,Case Studies

Long before the advent of education technology, many educators, particularly at the elementary school level, rotated students among &quot;learning centers&quot;-- self-contained sections of a classroom where students could engage in various independent learning activities. Part classroom management tool and part pedagogical strategy, learning centers presented an opportunity for teachers to help motivate students who struggled in a whole-group setting, as well as to provide students different representations of the educational material. An early form of blended learning--online learning in a school setting--emerged when teachers adapted these centers to include technology. This led teachers to replace an existing learning center or add a new one with internet-enabled devices that could deliver online content such as practice drills or adaptive tutoring. The Christensen Institute first defined this blended phenomenon in 2012 as the Station Rotation model of blended learning. The Station Rotation differs from other rotational models of blended learning: it includes fixed schedules in which all students rotate to all learning stations. Often times, a Station Rotation classroom is set up with a timer; at the sound of the alarm, students rotate to the next station. Classrooms may have two, three, or more learning stations, but regardless of how many stations there are, all students rotate through every station within a fixed class period. When implemented well, the Station Rotation model has helped thousands of students see a marked increase in academic achievement. This report provides an in-depth look at how and why seven educators in two districts are fortifying, iterating on, and, in some cases, moving away from the Station Rotation model. A detailed look at the changes that these district teachers have made over time to their Station Rotation programs is provided. The hope is that these case studies will shed light on innovative practices that may help others looking to expand or refine future iterations of the Station Rotation model in their own schools.
From Maverick to Mainstream: Takeaways from the 2017 Blended and Personalized Learning Conference
Author: Freeland Fisher, Julia, Comp.
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Blended Learning,Individualized Instruction,Educational Practices,Educational Innovation,Competency Based Education,Educational Change,Educational Strategies,Best Practices,Student Centered Learning,Cultural Relevance,Scaling,Professional Development

In its sixth year, the Blended and Personalized Learning Conference (BPLC) hosted by the Highlander Institute, The Learning Accelerator, and the Christensen Institute brought together more than a thousand educators from around the country to share, discuss, and define innovative education practices. An invitation-only Summit was hosted on March 31, 2017--a day-long conversation among leading district, school, and classroom implementers from across the country. Nearly 70 schools and districts applied to attend the Summit through the Christensen Institute's online Blended Learning Universe (BLU) by creating or updating a profile detailing their current blended-learning efforts. From there, applicants who were demonstrating leadership across key focus areas such as competency-based learning, school redesign and taking strategies to scale, among others, were selected. Ultimately, a diverse group of more than 100 education leaders converged in Providence, Rhode Island, to share their best strategies for refining and enriching innovative practices of student-centered teaching and learning. This report shares seven key tips that emerged from leading innovators.
Trends in Student Aid, 2017. Trends in Higher Education Series
Author: Baum, Sandy
Date: 2017-10-00
Type: Reports - Research
Subjects: Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Tax Credits,Undergraduate Students,Graduate Students,Work Study Programs,Federal Programs,Debt (Financial),Federal Legislation,Full Time Equivalency,State Aid,Private Financial Support,Public Colleges,Private Colleges,College Graduates,Dropouts,Loan Repayment,Tuition,Fees,Enrollment,Educational Trends,Two Year Colleges

This report provides a detailed look at the sources and distribution of grants, loans, and other student aid for the most recent academic year and how this funding has changed over time. The federal government provided two-thirds of all student aid in 2016-17, but only one-third of the grant aid. In the context of uncertainty about the timing of the reauthorization of the Higher Education Act and the impact of federal budget changes on student aid, focusing on the evolving sources of grant aid and the distribution of that aid is critical to evaluating the effectiveness of the billions of dollars spent each year on making postsecondary education more accessible. Trends in Student Aid reports on a complex array of grant, loan, tax-based, and work programs that support postsecondary students. Grant aid and tax benefits lower the overall price of education for students and families, making the net price of college less than the published price. Education loans do not lower the price, but they do make it possible to spread payments out over time. The Federal Work-Study program is small relative to other federal programs: only 619,000 students benefited from the $990 million federal allocation to this program in 2016-17. From the students' perspective, these dollars are compensation for their work, not financial assistance. Work-Study earnings frequently replace other earnings, but may increase the employment opportunities available for students. Understanding how these forms of funding--grants, loans, tax benefits, and Work-Study aid--are distributed and how the distribution has changed over time is critical to understanding the effectiveness of the student aid system and evaluating potential changes. The student aid system is continually evolving. Actions by Congress and the current administration may alter the amount, form, and distribution of available federal funds, as well as the institutions in which students enroll and where they use their federal aid. Monitoring impending policy changes is vital to the future of the federal funding available to support students' postsecondary pursuits. [For &quot;Trends in Student Aid, 2016. Trends in Higher Education Series,&quot; see ED572538.]
Measuring College Readiness under ESSA: Admissions and Placement Exams
Author: Flory, Michael
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: College Readiness,College Entrance Examinations,Student Placement,Educational Legislation,Federal Legislation,Accountability,Teacher Attitudes,Test Content,Computer Assisted Testing,Benchmarking,Predictive Validity,State Standards,Test Use

The Every Student Succeeds Act (ESSA) provides greater flexibility in state accountability systems than did previous federal legislation. In response, many states continue to refine their accountability systems to include college readiness tests, including college admissions and placement exams. This paper summarizes perspectives of K-12 educators, postsecondary educators, and researchers on these measures to inform policymakers as they revise accountability systems under ESSA.
Refugee Students Views about the Problems They Face at Schools in Turkey
Author: Gömleksiz, Mehmet Nuri
Date: 2018-00-00
Type: Journal Articles
Subjects: Refugees,Secondary School Students,Student Attitudes,Foreign Countries,Student Problems,Teaching Methods,Secondary School Teachers,Secondary Schools,Principals,Classroom Techniques

The aim of this study is to determine secondary refugee students' views about the problems they faced at Turk schools. In this direction, the refugee students' views about methods &amp; and techniques the teachers used in the class; school culture, rules, interaction, problems they have with their school friends; and the support of their families were determined. Moreover, their views about the school subjects, content, gains and necessity of these subjects; their competence in using Turkish; and their previous education's effect on their current education were determined. In this study, qualitative research design was used. The study group consisted of the refugee students enrolled at two state schools in Elazig city center in 2017-2018 academic year, second term. Maximum variation sampling method was used in the study. In determination of school, whether there are refugee students or not at that school was considered. From each school eight refugee students were selected and totally 16 refugee students were included in the study. In determination of these students, the views of headmaster and deputies head of the secondary school and teachers were considered. Volunteer refugee students participated to the study. A semi-structured interview form, which was designed by the researcher was used for data collection. Six semi-structured questions were asked to identify refugee students' views about the problems they faced. These questions were reviewed by a professor and two assistant professors. The clarity of questions were negotiated with three secondary school teachers. With refugee students whom do not know any Turkish or English, the interview had through a translator. Study results revealed that refugee students have some problems at Turk schools because of several reasons like medium of instruction, courses contents, the lack of family support, school culture- rules, and methods &amp; techniques teachers used. Several recommendations are offered based on the research findings. [This study was presented at the Education, Society, and Reform Research (EDUSREF 2018) between 6-7 April 2018 in Ankara, Turkey.]