ethanporcaro/eric-fulltext-meta huggingface dataset:
Social and Emotional Supports for Educators during and after the Pandemic
Author: Ferren, Megan
Date: 2021-07-20
Type: Reports - Evaluative
Subjects: Elementary School Teachers,Secondary School Teachers,COVID-19,Pandemics,Social Emotional Learning,Stress Management,Faculty Development,Stress Variables

From quickly adapting to remote learning to balancing the impacts of the COVID-19 pandemic on their personal lives, the past year has seen educators particularly overwhelmed with stress, trauma, and burnout. Although those in the education sphere have engaged in a great deal of discussion about the best way to provide social and emotional supports to students during and after the pandemic, it is essential that the social and emotional needs of educators are also part of the conversation, especially since educators are often the individuals most likely to provide initial supports to students. In spring and summer of 2020, organizations including the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Yale Center for Emotional Intelligence published resources and recommendations to help educators process the stress of remote learning and adjust to the &quot;new normal.&quot; Now that the transition back to the classroom has begun and federal relief funds from the American Rescue Plan are flowing to public K-12 districts, schools and districts must renew their focus on how to prioritize social and emotional supports for educators.
How a College Accrediting Agency Failed to Protect Students from a Decade of Fraud
Author: Navarro, Marissa Alayna
Date: 2021-06-03
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Colleges,Standards,Deception,Compliance (Legal),Sanctions

During a 13-year period starting in 2008, the Accrediting Commission of Career Schools and Colleges (ACCSC) raised concerns more than 30 times that colleges affiliated with the Center for Excellence in Higher Education (CEHE) were potentially failing to meet standards for quality, honesty, and other attributes crucial to students and taxpayers alike. And yet, CEHE never fixed the vast majority of these problems. This issue brief looks at the rules guiding accrediting agencies and details the long list of actions to examine how an accreditor could ostensibly follow all its rules in overseeing an obviously troubled chain of schools without putting a stop to the company's waste and abuse until far too late. Moving forward, Congress and the Biden-Harris administration should seek to strengthen the rules for accrediting agencies, take aggressive action to ensure that the colleges causing serious concerns are not allowed to continue collecting taxpayer money and enrolling students, and, above all, make sure that students enrolled in CEHE--and the many colleges like it--are entitled to relief.
Regional Partnerships: Creating Highly Tailored Educational and Work-Based Learning Opportunities in Communities. Workforce Partnership Initiative Case Studies
Author: Business-Higher Education Forum
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,School Business Relationship,Postsecondary Education,Labor Force Development,Case Studies,Work Experience Programs,Apprenticeships,Outcomes of Education,Curriculum Development,Credentials,Skill Development

In 2018, BHEF and the Business Roundtable joined forces to create the Workforce Partnership Initiative (WPI). The initiative invited Business Roundtable CEOs to form multi-company partnerships and connect with leaders of postsecondary institutions to meet regional workforce needs. Dozens of CEOs responded, and the JPMorgan Chase Foundation awarded BHEF a grant to support nine WPI projects around the country. These case studies cover five of the nine partnerships: Chicago, D.C.-Maryland-Virginia, North Carolina, New York City, and the Southeast. The publication details the highly tailored educational and work-based learning opportunities created as part of the initiative, along with the unlikely partnerships and new curricula and apprenticeships.
Targeted School-Based Interventions Improve Achievement in Reading and Maths for At-Risk Students in Grades K-6. Plain Language Summary. Education
Author: Campbell Collaboration
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Intervention,Reading Achievement,Mathematics Achievement,At Risk Students,Elementary School Students,Low Achievement,Program Effectiveness

Low levels of mathematics and reading skills are associated with a range of negative outcomes in life, including reduced employment and earnings, and poor health. This review examines the impact of a broad range of school-based interventions that specifically target students with or at risk of academic difficulties in Grades K-6. The students in this review either have academic difficulties or are at risk of such difficulties because of their background. The review analyses evidence from 205 studies, 186 of which are randomised controlled trials. Peer-assisted instruction and small-group instruction by adults showed the largest (short-term) improvements in reading and mathematics. [This summary is based on Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., &amp; Eiberg, M. Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review. &quot;Campbell Systematic Reviews.&quot; 2021;e1152. https://doi.org/10.1002/cl2.1152.]
Descriptive Data on Head Start Children and Families from FACES 2019: Fall 2019 Data Tables and Study Design. OPRE Report 2021-77
Author: Kopack Klein, Ashley
Date: 2021-05-00
Type: Reports - Research
Subjects: Children,Early Intervention,Preschool Education,Surveys,Family (Sociological Unit),Disadvantaged Youth,Family Characteristics,Family Environment,Thinking Skills,Interpersonal Competence,Emotional Intelligence,Child Health,Physical Health,Disabilities

Head Start is a national program that helps young children from families with low income get ready to succeed in school. The Head Start Family and Child Experiences Survey (FACES) is the premier source of national information about Head Start programs and participants. For more than two decades, FACES has been advancing the knowledge base about what matters in providing quality early care and education (ECE). Mathematica and its partners--Educational Testing Service and Juárez and Associates--conducted the study under contract to the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Data from the study respond to current policy questions and support programs and practitioners working with Head Start families. This report includes key information on the FACES 2019 study design. The tables in this report describe the children enrolled in Head Start programs in fall 2019 and their family backgrounds and home environments. The purpose of this report is to (1) provide information about the FACES study, including the background, design, methodology, assessments, and analytic methods; and (2) report detailed descriptive statistics (averages, response ranges, and percentages) and related standard errors (the estimate of the standard deviation of each statistic) in a series of tables on children and their families.
Elementary Students&apos; Understanding of the Equals Symbol: Do Florida Students Outperform Their Peers?
Author: Farfan, Guillermo
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Mathematics Instruction,Symbols (Mathematics),Instructional Program Divisions,Student Centered Learning,Mathematics Achievement,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Knowledge Level,Elementary School Mathematics

Many studies conducted in the last decades report that very few elementary-grades students understand the meaning of = in mathematics, and that upper-elementary students do not understand it any better than the lower-elementary students do. Using data from thousands of Florida elementary students, we show that students in Florida perform ten to twenty percentage points higher, on average, on items designed to assess their understanding of = than what has been reported previously in the literature. Implications for students' preparation for secondary-level mathematics and how these findings may relate to changes in mathematics standards in Florida are briefly discussed.
Supports for Students Who Are English Learners. Brief No. 15
Author: Mavrogordato, Madeline
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,English Language Learners,Student Needs,Equal Education,Student Diversity,Federal Legislation,Accountability,Pandemics,COVID-19,Professional Development,Teacher Collaboration,Educational Resources,Attendance,Financial Support,Federal Aid,Educational Legislation,Barriers,Language Usage,Native Language,Family Involvement,Technology Integration,Extended School Day,Educational Technology,Technology Uses in Education,Small Group Instruction,Resource Allocation

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: Recognizing longstanding educational inequities, what research-backed practices can district administrators, school leaders, and classroom teachers use to support English Learner (EL) students' academic success and linguistic development in an instructional context transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) EL students are a rapidly growing and diverse population entitled to English language development instruction that will allow meaningful access to academic content; (2) Complex federal laws govern the education of EL students and continue to hold state and local education agencies accountable for their academic performance even during the pandemic; and (3) School leader and teacher training rarely provides sufficient support for how to meet the unique needs of EL students. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by the University of Texas at El Paso (UTEP) and the University of Texas at Austin, College of Education.]
The Education Data That Matter Most to Parents and School Stakeholders
Author: Modaffari, Jamil
Date: 2021-05-05
Type: Reports - Research
Subjects: Data,Access to Information,Data Use,Educational Quality,Accountability,Parents,Stakeholders,Elementary Secondary Education,Federal Legislation,Educational Legislation

In 2019, the Center for American Progress (CAP) embarked on a series of community conversations with caregivers, educators, school administrators, and other school stakeholders to learn what information they value and want to know about schools and student learning. This issue brief highlights what CAP gleaned from one round of community conversations. It includes powerful thoughts from participants that illuminate the need for schools to provide timely and useful data to caregivers, educators, and school leaders to improve the quality of education each child receives. By hosting video calls with school communities in three parts of the country, CAP learned how they use data from accountability systems and what information they want to better support student learning and improve student outcomes.
Building an Inclusive Economy in NYC: Boosting College Attainment
Author: Shaviro, Charles
Date: 2021-01-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,Urban Areas,Adult Students,Urban Renewal,Racial Differences,Ethnicity,Geographic Location,Disproportionate Representation,Neighborhoods,Achievement Gap,Minority Group Students,Academic Degrees,College Graduates,Bachelors Degrees,Graduation Rate

This data brief is intended to shed light on the scope and scale of the disparities in college attainment across New York City. The analysis is conducted on data from the U.S. Census Bureau's 2008 and 2018 American Community Survey 5-Year Estimates. More specifically, it looks at educational attainment for working-age (age 25-64) residents of the five boroughs of New York City. Findings of this report include: (1) No other city has more college-educated residents, but the high overall number masks enormous disparities by race, ethnicity, and geography; (2) While there are racial disparities in college attainment across the city, several neighborhoods have particularly wide gaps; (3) The largest gains in college attainment over the past decade have occurred in gentrifying neighborhoods, exacerbating racial and ethnic achievement gaps; and (4) Nearly 700,000 working-age New Yorkers have completed some college but have no degree, signaling an important opportunity to boost college attainment. This brief also shares a number of steps city officials should take.
The Buddhist Integrative Model in Promoting Master Teachers in Upper Northeast of Thailand
Author: Thongdee, Vitthaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Buddhism,Moral Values,Foreign Countries,Content Analysis,Teacher Characteristics,Individual Development,Professional Autonomy,Models,Educational Philosophy

This study aimed to investigate the characteristics of master teachers in the upper northeastern area to analyze the Buddhist moral code to promote master teachers and propose the model of integrated Buddhist for promoting master teachers in the upper northeastern area. Interview questions and relevant focus group discussions were used as instruments in the analysis, which was performed using a mixed-method design. The data were analyzed by using descriptive content analysis (DCA). Research results revealed that 1) the characteristics of master teachers are divided into three parts: self-improvement, autonomy, and coordination with communities; 2) Buddhist moral code associated with promoting master teachers comprises of Iddhipada 4, Ariyasacca 4, Sa?gahavatthu 4, Kalya?amitta-dhamma 7, Pañcadhamma 5, Brahmavihara dhamma 4 and Aparihaniyadhamma 7. 3) The model integrated Buddhist for promoting master teachers consists of 3 parts: 1) desire to be a master teacher; 2) Buddhist moral code brought to be a practice guideline for achieving 8 codes of self-improvement; 3) development with 3 components: self-improvement, autonomy, and coordination with communities.
Approaches to Meeting the Needs of Children and Parents Together in the Context of Head Start: Four Head Start University Partnership Grants. OPRE Report 2020-32
Author: Gilpin, Ansley
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Disadvantaged Youth,Preschool Education,Early Intervention,Childhood Needs,Family Needs,Poverty,Family Programs,Partnerships in Education,English Language Learners,Depression (Psychology),Mothers,Social Emotional Learning,Small Group Instruction,Second Language Instruction,Group Counseling,Behavior Modification,Coping,Parenting Skills,Mental Health,Stress Management,Self Management,Parent Participation,Social Support Groups,Parent Child Relationship,School Readiness,Brain,Skill Development,Executive Function,Student Behavior,Child Development

This brief introduces four research projects testing promising interventions funded under the Head Start University Partnerships (HSUP): Dual-Generation Approaches1 grant program. Two-generation approaches are typically designed to address problems associated with poverty by combining child-focused services with adult-focused services. Head Start programs provide a unique opportunity to serve as a platform for meeting the needs of children and families together. In this brief, the four HSUP grantees introduce their research projects, highlighting the goals and key features of each intervention, their approach to meeting the needs of children and parents together, and the targeted outcomes of the interventions. Future briefs will discuss implementation and impact findings.
An Investigation of the Comparability of Commission-Approved Teaching Performance Assessment Models. Final Report -- Volume I: Technical Report. No. 120
Author: Sinclair, Andrea L., Ed.
Date: 2019-12-31
Type: Reports - Research
Subjects: Preservice Teachers,Performance Based Assessment,Models,Credentials,State Standards,Comparative Analysis,Evidence,Scoring Rubrics,Evaluation Methods,Standard Setting (Scoring),Program Evaluation,Statistical Analysis

California's Commission on Teacher Credentialing (Commission) requires all programs of preliminary multiple and single subject teacher preparation to use a Commission-approved Teaching Performance Assessment (TPA) as one of the program completion requirements for prospective teacher candidates. Three TPA models were approved by the Commission: (1) the FAST (Fresno Assessment of Student Teachers), owned and operated by California State University, Fresno (Fresno State); (2) the edTPA, owned by Stanford University, with an operational contractor of the Evaluation Systems group of Pearson; and (3) the CalTPA (California Teaching Performance Assessment), originally developed by Educational Testing Service (ETS) and owned by the Commission, revised by a Design Team with an operational contractor, also of the Evaluation Systems group of Pearson. Although each TPA model is Commission-approved, they differ in several important ways--for example, in the design of candidate tasks or cycles and scoring rubrics. Further, each TPA model must address all Teaching Performance Expectation (TPE) domains but need not address all elements. These inter-model differences raise questions regarding the comparability of results obtained by teacher candidates completing the various TPAs. Consequently, the Commission contracted with the Human Resources Research Organization (HumRRO) to conduct an independent investigation of the comparability of the three TPA models. The investigation occurred between June 2017 and December 2019. The technical approach to the evaluation marshalled evidence from numerous sources such as stakeholder surveys, analysis of score patterns, and comparisons to a common criterion. The goal was to accumulate as much evidence as possible to evaluate the comparability of the three TPA models. [For Volume II: Appendices, see ED613835.]
Public Education, a Public Good: Report on Privatization of K-12 Education in Canada
Author: Froese-Germain, Bernie
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Public Education,Educational Benefits,Privatization,Neoliberalism,Equal Education,Educational Quality,Elementary Secondary Education,Commercialization,Educational Change,Educational Policy,Educational Legislation

Education privatization has grown in tandem with the spread of neo-liberal ideology around the globe. While the privatization of education is not a new phenomenon, what has changed over the past few decades is the sheer scope, scale and penetration of privatization in the education sector. The Canadian Teachers' Federation (CTF) believes strongly that public education must remain independent of privatization because it undermines educational equity and quality, and it erodes the principles of education as a basic human right and a public good. This report is based on the responses the CTF received to these questions from the majority of its Member organizations. It also incorporates input from small group discussions at the CTF Annual General Meeting as well as relevant material on privatization obtained through a scan of CTF Member organization (and other teacher organization) websites. [Translation by Marie-Hélène Larrue and Marie-Caroline Uhel.]
Beyond Academic Credentials: Toward Competency-Informed Hiring. A Discussion Paper
Author: World Education Services (WES)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Competence,Personnel Selection,Recruitment,Labor Market,Labor Force Development,Recognition (Achievement),Employment Qualifications,Skilled Occupations,Immigrants,Job Applicants,Job Skills,Credentials,Equivalency Tests,Prior Learning,Holistic Approach,Foreign Countries,Global Approach

This paper focuses on the potential of competency assessment to support the long-term growth of the labour market by facilitating the appropriate employment of skilled immigrants. A competency-informed approach involves looking holistically at an individual's ability to apply knowledge and skills with appropriate judgment in a defined setting. The report details several key projects World Education Services (WES) will undertake as part of our commitment to a more holistic, competency-informed assessment model of immigrants' knowledge, skills, and abilities. Ensuring that immigrants have access to pathways to employment, education, and training must be an essential piece of a long-term plan for Canadian growth and prosperity.
An Investigation of the Relation between Pre-Service EFL Teachers&apos; Epistemological Cognition and Teaching Approaches
Author: Kirmizi, Özkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Epistemology,Language Teachers,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Prediction,Teacher Student Relationship,Correlation,Preservice Teachers,Measures (Individuals),Learning Processes,Student Attitudes,Preservice Teacher Education

This study was undertaken to investigate the relation between pre-service EFL teachers' epistemological beliefs and their approaches to teaching. The participants are 105 pre-service EFL teachers, selected based on a random sampling method. To measure pre-service EFL teachers' epistemological beliefs, The Epistemological Beliefs Survey, developed by Chan and Eliott (2004), was used. This survey conceptualizes epistemological beliefs under four dimensions; namely &quot;innate/fixed ability, learning effort/process, authority/expert knowledge, and certainty knowledge.&quot; To measure, pre-service EFL teachers' approaches to teaching, the Approaches to Teaching Inventory, developed by Trigwell, Prosser, and Ginns (2005), was utilized. This tool has three major subdimensions; &quot;transmission-based, student-teacher interaction, and student focus.&quot; Descriptive and correlational statistical analyses were used. The results indicated that pre-service EFL teachers moderately agree with the sub-dimensions of epistemological beliefs and the most important sub-dimension that predict teaching approaches is the effort dimension of epistemological beliefs.
Site Visit vs Mental Visualization on Lanna Architecture: A Study on Working Memory in Young Adult
Author: Pichaichanarong, Tawipas
Date: 2021-06-00
Type: Journal Articles
Subjects: Young Adults,Undergraduate Students,Short Term Memory,Visualization,Comprehension,Cultural Awareness,Historic Sites,Architecture,Architectural Education,Field Trips,Models,Correlation,Foreign Countries

The rise of modern architecture styles has strongly impacted the younger generation globally in the current century. This research is designed to study the performance of working memory on understanding Lanna architecture with young adults at a large university in northern Thailand, that of Mae Fah Luang University in Chiang Rai Province, Thailand. In this study, the research focuses on studying the effectiveness of young adults' working memory to discern Lanna architecture through site visits and mental visualization. The outcomes of this research can help improve architecture pedagogy in the future. For the methodology, questionnaires were used by collecting data from 412 university students from a university in northern Thailand. The data then were analyzed using mean, standard deviation, and p-value. This study concludes that the performance of working memory on the comprehension of Lanna architecture through site visits and mental visualization for young adults was positive.