ethanporcaro/eric-fulltext-meta huggingface dataset:
Person and Family-Centered Approaches in Mental Health and Co-Occurring Disorders Training Project: Final Report
Author: University of Minnesota, Institute on Community Integration
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Mental Health,Mental Disorders,Training,Allied Health Personnel,Professional Personnel,Disabilities,Positive Behavior Supports,Cooperative Planning,Competence,Family Needs,Family Involvement,Cultural Relevance,Cultural Awareness

This report discusses the Person and Family-Centered Approaches in Mental Health and Co-Occurring Disorders Training Project, a training project that the Research and Training Center (RTC) at the Institute on Community Integration (ICI) at the University of Minnesota performed for the Minnesota Department of Human Services. This project was born out of the need for mental health professionals and practitioners to understand and apply the vision of the Minnesota Olmstead Plan, which requires that people receiving services for disabilities be provided with person-centered planning and positive behavior support. The content of materials developed through this contract were co-created with members of Minnesota's communities. This report discusses the process and outcomes of the project. Definitions and a list of attributions are included.
Use of Data from 21st Century Skills Assessments: Issues and Key Principles
Author: Vista, Alvin
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Data Use,21st Century Skills,Educational Assessment,Decision Making,Data Collection,Test Construction,Test Validity,Accountability,Alignment (Education),Educational Principles,Stakeholders

The changes in the economy and society in this century have placed a greater emphasis on the skills that citizens need to be successful. This diverse set of skills, often referred to as 21st century skills, and including critical thinking, creativity, problem solving, communication, and socio-emotional skills, among others, are in high demand as the need for rote or routine-based knowledge decreases due to automation in the workplace (Rotherham &amp; Willingham, 2010). In education specifically, there is the concern of a global learning crisis--that students are not fully prepared with the skills they need to thrive in today's rapidly changing world (The Education Commission, 2017). With the learning goals of education shifting to include a broader range of skills, the challenge globally is how to support students in developing these skills. The components of the education system must be aligned to support the development of 21st century skills, and the qualitatively different structure of these skills requires some completely new approaches, both in the measurement aspect and collection of assessment data. A major issue that confronts education systems is a deficiency in the effective use of collected student learning outcomes data. Notwithstanding the huge sums that are dedicated to its collection, a proportional commitment is not made to its strategic analysis or its dissemination. The main purpose of this publication is to provide guidance on how data from 21st century skills assessment can be used and interpreted in terms of learning outcomes to inform teaching and learning. Towards this purpose, the authors put forward actionable recommendations that are both applicable and relevant to the current state of assessing these 21st century skills to enhance learning outcomes, as well as forward-looking in anticipating the future of assessment. In this publication, the authors consider the purposes of collecting student achievement data associated with 21st century skills, discuss how these data are currently used in various contexts and the challenges associated with each, and finally provide key principles for effective data use both generally and specific to major stakeholders. [Support was provided by Porticus.]
CRPD Hears from Child Care Providers: Results of a Statewide Survey of Child Care Providers
Author: Werner, Marnie
Date: 2019-04-00
Type: Reports - Research
Subjects: State Surveys,Child Caregivers,Caregiver Attitudes,Child Care,Child Care Centers,Sustainability,State Regulation,Labor Turnover,Financial Support

The Center for Rural Policy and Development first started looking into the matter of the child care shortage in 2015. In the process of this initial research, they found a corresponding shortage of information on just why providers were leaving the business. As a result, they concluded in 2018 that it was necessary to conduct a survey that would allow them to hear directly from providers themselves, both family and center-based. The goal was to look deeper into the issue by asking providers themselves what's going on. From 1,500 surveys sent out to both family providers (those offering child care in their homes) and center-based child care providers, they received just under 400 responses. The two main areas of this survey asked about finances and regulations to see how each might play a role in why providers are leaving the business. The survey results showed, however, that regulations and finances are entwined, it seems especially for center providers. [For the summary of the full report, &quot;Listening to Child Care Providers: Results of a Statewide Survey,&quot; see ED597234.]
Listening to Child Care Providers: Results of a Statewide Survey
Author: Center for Rural Policy and Development
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: State Surveys,Child Caregivers,Caregiver Attitudes,State Regulation,Sustainability,Labor Turnover,Financial Support,Child Care,Child Care Centers

This is the summary of the report, &quot;CRPD Hears from Child Care Providers: Results of a Statewide Survey of Child Care Providers.&quot; Results included in this summary include: (1) Takeaways at a glance; (2) Regulations and finances; and (3) Differences between family and center providers. [To view the full report, see ED597232.]
How Protocols Empower Teacher Leaders to Lead and Teachers to Teach. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Leadership Training,Skill Development,Faculty Development,Leadership Effectiveness,Communities of Practice,Protocol Analysis,Reflective Teaching

Throughout the five-year Teacher Practice Networks initiative, teacher leaders have developed and demonstrated new leadership skills to help their peers engage in reflective professional learning focused on improving instruction. A common sentiment among teacher leaders is the realization that facilitating adult learning requires a different set of skills than teaching students, and that these new skills need to be deliberately learned and practiced. Using a tool, such as a protocol, in teacher-to-teacher professional learning both scaffolds teacher leaders' effectiveness to facilitate meaningful conversations and guides collaborative teacher communities to examine, reflect, and refine their practice. This &quot;CenterView&quot; describes three protocols designed to help teachers talk and listen in a focused way that can lead to change in practice. The three examples illustrate how teachers can use protocols to gain new insights and perspectives to apply to practice as they observe instruction, look at student work, or explore text with a critical lens. Helpful resources are included for exploring a wide range of protocols to meet different learning outcomes.
Maker&apos;s Mind: Interdisciplinarity, Epistemology, and Collaborative Pedagogy
Author: Novotny, Kristin
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Epistemology,Active Learning,Student Projects,Cooperative Learning,Teacher Collaboration,Creativity,Cartoons,Novels,College School Cooperation,Middle School Students,College Students,Instructional Materials,Learning Activities,Inquiry,College Faculty

This article considers the epistemological consequences of interdisciplinary, collaborative pedagogy through the lens of a practitioner whose goal is to theorize and contextualize her practice. The author traces connections between interdisciplinary pedagogy and the idea of Making or makerspaces. Giving in-depth examples of interdisciplinary, integrative, project-based collaborative activities that have an affinity to the concept of Making, the author concludes by suggesting some important epistemological consequences of a &quot;Maker Pedagogy.&quot;
School Finance Moves Forward: House and Senate to Work out Differences in HB 3
Author: Villanueva, Chandra
Date: 2019-05-19
Type: Reports - Descriptive
Subjects: Educational Finance,State Legislation,Taxes,Teacher Salaries,Public Education,Educational Legislation,Financial Support,Income,Expenditure per Student,Public Support

Now that competing versions of HB 3 have been passed in each chamber, it is up to the House and Senate to work together to smooth out the differences. While there is a lot of agreement within the two versions of this bill, there are glaring discrepancies. This brief describes the discrepancies of the House and Senate bills in the following subjects: (1) property tax reforms; (2) the use of current or prior year values; (3) teacher pay; and (4) student-based funding.
Educators&apos; Perspectives on Classroom Implementation of Accessibility Features and Accommodations
Author: Albus, Deb
Date: 2018-05-00
Type: Reports - Research
Subjects: Accessibility (for Disabled),Academic Accommodations (Disabilities),Testing Accommodations,Access to Education,Classroom Techniques,Public School Teachers,Teacher Attitudes,Elementary Secondary Education,Special Education Teachers,English Language Learners,Regular and Special Education Relationship

In 2015, the Data-Informed Accessibility--Making Optimal Needs-based Decisions (DIAMOND) project received funding from an Enhanced Assessment Initiative grant to collect information that would support the development of professional development modules for educators making decisions within new accessibility frameworks. More accessibility features and accommodations are available to a wider range of students than ever before, which puts a greater burden on educators. Not only are educators expected to determine which accessibility features and accommodations help their students on state assessments, they are supposed to incorporate these same accessibility features and accommodations into their instruction and formative assessments. Previous research shows that they often struggle to do this (Altman, Lazarus, Quenemoen, Kearns, Quenemoen, &amp; Thurlow, 2010; Langley &amp; Olsen, 2003). To address this issue, the DIAMOND project conducted phone interviews with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms during instruction and during assessments. For this study, educators were asked about two kinds of accessibility features (universal features and designated features) and about accommodations. Universal features are accessibility supports that are available to all students as they access instructional or assessment content. Designated features are accessibility supports that are available to any student for whom the need has been indicated by an educator (or team of educators including the parents/guardian and the student if appropriate) who are familiar with the student's characteristics and needs. Accommodations are changes in procedures or materials that ensure equitable access to instructional and assessment content and generate valid assessment results for students who need them.
Summary of Recommendation 1 from the WWC Practice Guide &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School&quot;
Author: Nebraska Department of Education
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Literacy,Academic Education,Elementary School Students,Middle School Students,Academic Language,Vocabulary,Oral Language,Written Language,Writing Instruction,Teaching Methods,Learning Activities,Content Area Writing,Barriers

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School,&quot; is to provide four recommendations for teaching complex content to English learners while simultaneously building academic language and writing and oral language proficiency. This updated practice guide builds on the work of the first practice guide on English learners, expands the grade range from K-5 to K-8, and incorporates instruction in mathematics, science, and social studies, as well as literacy. With techniques found in this guide, teachers can effectively address English learners' content and language needs by systematically--and at times explicitly--building students' English language and literacy, while teaching history, mathematics, science, and other disciplines. This brief summary report focuses on the first of the four recommendations: Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities. Many English learners do not have the chance to learn academic vocabulary words in a manner that allows them to use the vocabulary in reading, writing, and class discussions. This often leads to students struggling to understanding text. The Common Core State Standards require students to learn, understand, and apply general and content-area-specific academic vocabulary. English learners must learn academic vocabulary as part of the core curriculum standards. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012,&quot; see ED544783.]
Summary of Recommendation 2 from the WWC Practice Guide &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School&quot;
Author: Nebraska Department of Education
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Literacy,Academic Education,Elementary School Students,Middle School Students,Academic Language,Vocabulary,Oral Language,Written Language,Writing Instruction,Teaching Methods,Learning Activities,Content Area Writing,Barriers,Mathematics Instruction,Science Instruction,Social Studies,Content Area Reading,Cooperative Learning

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School,&quot; is to provide four recommendations for teaching complex content to English learners while simultaneously building academic language and writing and oral language proficiency. This updated practice guide builds on the work of the first practice guide on English learners, expands the grade range from K-5 to K-8, and incorporates instruction in mathematics, science, and social studies, as well as literacy. With techniques found in this guide, teachers can effectively address English learners' content and language needs by systematically--and at times explicitly--building students' English language and literacy, while teaching history, mathematics, science, and other disciplines. This brief summary report focuses on the second of the four recommendations: Integrate oral and written English language instruction into content-area teaching. This recommendation outlines ways that teachers effectively support English learners in various content-area classrooms by providing them with explicit instruction in reading, comprehension, and discussion of complex texts. English learners are uniquely challenged when accessing complex texts because they need to learn a second language as well as the content. Teachers must find efficient methods for helping students understand the content. Specifically, it is recommended that teachers use structured academic activities to develop a deep understanding of complex texts. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012,&quot; see ED544783.]
Summary of Recommendation 3 from the WWC Practice Guide &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School&quot;
Author: Nebraska Department of Education
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Literacy,Academic Education,Elementary School Students,Middle School Students,Academic Language,Vocabulary,Written Language,Writing Instruction,Teaching Methods,Learning Activities,Content Area Writing,Barriers,Cooperative Learning

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School,&quot; is to provide four recommendations for teaching complex content to English learners while simultaneously building academic language and writing and oral language proficiency. This updated practice guide builds on the work of the first practice guide on English learners, expands the grade range from K-5 to K-8, and incorporates instruction in mathematics, science, and social studies, as well as literacy. With techniques found in this guide, teachers can effectively address English learners' content and language needs by systematically--and at times explicitly--building students' English language and literacy, while teaching history, mathematics, science, and other disciplines. This brief summary report focuses on the third of the four recommendations: Provide regular, structured opportunities to develop written language skills. As English learners progress from grade 1 to graduation, they are increasingly required to demonstrate the ability to respond to informational texts through writing. The purpose of this recommendation is to provide educators with guidance on how to support English learners in mastering these writing requirements. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012,&quot; see ED544783.]
Summary of Recommendation 1 from the WWC Practice Guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot;
Author: Nebraska Department of Education
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Beginning Reading,Reading Instruction,Teaching Methods,Primary Education,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Strategies,Discussion (Teaching Technique),Learner Engagement,Reading Skills,Academic Language,Vocabulary Development,Inferences,Grammar,Individualized Instruction

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade,&quot; is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests instructional practices that can be implemented after students have mastered early reading skills. The guide provides teachers, reading coaches, principals, and other educators with instructional recommendations that can be implemented in conjunction with existing standards or curricula and does not recommend a particular curriculum. This brief summary report focuses on the first of the four recommendations: Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge. Academic language skills include three skills: (1) use of inferential language (communicating about ideas across contexts); (2) use of narrative language (clearly describing a series of events); and (3) understanding a range of academic vocabulary and grammatical structures. These skills help students better comprehend academic texts both across subjects and within individual subjects. Unlike social language skills that develop naturally in communication with family and friends, academic language skills more often need to be taught. This summary provides steps to carry out the recommendation, identifies potential roadblocks, and suggests ways to address them. [For &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008,&quot; see ED566956.]
Summary of Recommendation 2 from the WWC Practice Guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade&quot;
Author: Nebraska Department of Education
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Beginning Reading,Reading Instruction,Teaching Methods,Primary Education,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Strategies,Reading Skills,Decoding (Reading),Phoneme Grapheme Correspondence,Phonemic Awareness

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade,&quot; is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests instructional practices that can be implemented after students have mastered early reading skills. The guide provides teachers, reading coaches, principals, and other educators with instructional recommendations that can be implemented in conjunction with existing standards or curricula and does not recommend a particular curriculum. This brief summary report focuses on the second of the four recommendations: Develop awareness of the segments of sound in speech and how they link to letters. For students to be able to read and comprehend, they must first develop phonological awareness, the ability to recognize and manipulate the segments of sound in words. To develop this ability, students must be able to identify the following: individual sounds (phonemes) in words; print letters of the alphabet; and corresponding sounds for each letter. This recommendation focuses on actions teachers can take to support students in developing the ability to effectively decode and encode words. This summary provides steps to carry out the recommendation, identifies potential roadblocks, and suggests ways to address them. [For &quot;Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008,&quot; see ED566956.]