ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher-Powered Practices: How Teacher Teams Collaboratively Lead and Create Student-Centered Schools
Author: Junge, Amy
Date: 2019-10-00
Type: Tests/Questionnaires
Subjects: Teacher Collaboration,Student Centered Learning,School Culture,Participative Decision Making,Family Involvement,Community Involvement,Professional Autonomy,Educational Innovation,Leadership Styles,Teacher Leadership,Administrative Organization,Leadership Role,Community Schools,Charter Schools,Teamwork,Empowerment,Teacher Evaluation,Peer Evaluation,Elementary Secondary Education,Team Teaching

&quot;Teacher-Powered Practices: How teacher teams collaboratively lead and create student-centered schools&quot; focuses on how innovative teachers are radically changing the ways schools are designed and run. The how here are the common practices, structures, and processes teacher-powered teams design and use daily. The guide identifies nine common practices used at teacher-powered schools, and includes examples written by teacher-powered leaders who describe what the practice looks like at their site. These nine practices are built on research, the work of our Teacher-Powered Ambassadors, interviews with educators, and site visits at more than 120 teacher-powered schools over the last decade. These practices are not final or static. They will continue to evolve as teams create new and innovative ways to lead their schools. The nine practices are as follows: (1) Keep Students at the Center of Decision-Making; (2) Meaningfully Involve Families and Communities; (3) Honor Student Voice and Choice; (4) Cultivate a Collaborative Culture; (5) Embrace Transparency in Decision-Making; (6) Create Shared Leadership Structures; (7) Reimagine and Rotate Leadership Positions; (8) Engage in Peer Observation; and (9) Take On a Learner Mindset.
A Critical Review of the Professional Development Literature for Paraprofessionals Supporting Students with Externalizing Behavior Disorders
Author: Reddy, Linda A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Faculty Development,Paraprofessional School Personnel,Behavior Disorders,Intervention,Students with Disabilities,Research Methodology,Training Methods,Job Training,Outcomes of Education,Educational Research

The present paper serves as the first systematic review of the training, methodologies, and outcomes reported in the professional development (PD) literature for paraprofessionals working with students with or at risk for externalizing behavior disorders. A total of 16 investigations including 332 paraprofessionals and 852 children and adolescents were reviewed and coded on 44 variables across four dimensions (i.e., PD components, intervention components, methodologies used, and outcomes reported). Strengths of the literature were inclusion of multicomponent PD, training on implementation, paraprofessional characteristics, and inter-rater reliability estimates. All studies reported paraprofessional and/or student outcomes; however, the details of PD components and interventions delivered varied. The majority of the studies used single-case designs or descriptive case studies to evaluate effectiveness. Weaknesses were lack of inclusion and exclusion criteria, student characteristics, adult experiential learning methods, monitoring of implementation fidelity, and use of statistical testing. Implications for research and practice are offered. [This is an online version of an article published in &quot;Psychology in the Schools.&quot;]
Correcting Carter&apos;s Mistake: Removing Cabinet Status from the U.S. Department of Education. Backgrounder. No. 3492
Author: Burke, Lindsey M.
Date: 2020-05-04
Type: Reports - Descriptive
Subjects: Federal Government,Public Agencies,Education,Politics of Education,Program Effectiveness,Outcomes of Education,Educational Trends,Educational Policy,Program Termination,Public Policy,Federal Legislation,Elementary Secondary Education,Educational Legislation

Forty years after its opening, Americans must reconsider the efficacy of a federal, Cabinet-level Department of Education. Rescinding agency status, eliminating duplicative, ineffective, and inappropriate programs, and re-organizing remaining programs under a restored Office of Education within the U.S. Department of Health and Human Services (HHS) would lay the groundwork for genuinely restoring state and local control of education. This &quot;Backgrounder&quot; provides a road map for how to accomplish that goal.
Comparing Ed Reforms: Assessing the Experimental Research on Nine K-12 Education Reforms. EdChoice Brief
Author: DiPerna, Paul
Date: 2020-04-00
Type: Reports - Research
Subjects: Educational Research,Educational Change,Educational Policy,Program Effectiveness,Outcomes of Education,Educational Attainment,Randomized Controlled Trials,Experimental Groups,Control Groups,Public Schools,Charter Schools,Private Schools,School Choice,Educational Vouchers,Early Childhood Education,Class Size,School Size,Open Enrollment

Policymakers, experts and advocates have promoted many different types of education reform over the past few decades, but what is the evidence about the efficacy of these programs? EdChoice partnered with Hanover Research to find out what research has been conducted in nine major education reform areas focusing on outcomes related to student achievement or education attainment. The best methodology available to researchers for generating &quot;apples-to-apples&quot; comparisons is a randomized control trial (RCT), which researchers also refer to as random assignment studies or experimental studies. For this summary only RCTs were reviewed--not studies using other methods--because experiments comparing treatment and control groups allow researchers to identify reform/policy/program effects while minimizing bias from unobservable factors. The brief shares the assessment of the RCT studies only examining two types of outcomes, either participating students' achievement or measures of educational attainment. [Reviews conducted by Hanover Research Editing and coding by EdChoice.]
Preparing Facilities for Students&apos; Return in the Wake of COVID-19. Policy Update. Vol. 27, No. 5
Author: Blanco, Megan
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Educational Facilities,Disease Control,Epidemiology,Public Health,Hygiene,Disease Incidence,Crisis Management,Sanitation,Chemistry,Educational Policy,Ventilation,COVID-19,Pandemics,School Closing

State and local officials who shuttered school buildings to stem the spread of COVID-19 in early 2020 are beginning to plan for the return of students and staff. They will need evidence-based strategies to know how best to create and maintain safe, healthy spaces. To inform their plans, federal health officials have provided guidance on cleaning and disinfection of facilities, appropriate chemicals to use for disinfection, and protocols for countering ongoing virus threats. To help schools clean and disinfect and to assist in counseling and distance learning and associated costs, Congress appropriated $100 million in the Coronavirus Aid, Relief, and Economic Security Act to Project SERV (School Emergency Response to Violence), a program administered by the U.S. Department of Education. These funds are authorized for dissemination through September 30, 2021. Districts and schools will want to prepare their facilities to be safe, healthy places to which students can return. State officials can support districts as they develop plans for closure, cleaning, and reopening of school facilities, both now and in future crises. States should ensure that districts with less capacity to manage operations, less knowledge of strategies to limit infectious disease, or without detailed closure and reopening plans are not disadvantaged at a time when all schools need guidance to ensure the safety of all individuals that come in contact with the school building.
School Choice and School Safety: Reviewing the School Safety Evidence on Private and Charter Schools in the U.S. Working Paper 2020-2
Author: Schwalbach, Jude
Date: 2020-05-28
Type: Reports - Research
Subjects: School Choice,School Safety,Private Schools,Charter Schools,Student Attitudes,Parent Attitudes,Administrator Attitudes,Principals

We examine the literature linking private and charter schooling to perceptions of student safety in United States schools. The results are generally null to positive for student, parent, and principal reports of school safety for the eight studies on safety in public charter schools and the eleven studies on safety in private schools. None of the existing studies find evidence to suggest that private or charter schools reduce perceptions of school safety overall. Although more research is needed, the most rigorous evidence on this topic suggests that private and public charter schools are generally associated with higher levels of safety as reported by students, parents, and principals.
Too Many Schools Leave Learning to Chance during the Pandemic
Author: Gross, Betheny
Date: 2020-06-00
Type: Reports - Research
Subjects: School Districts,Distance Education,Expectation,Electronic Learning,Progress Monitoring,Attendance,Grading,Assignments,Web Based Instruction,Rural Urban Differences,Rural Schools,Urban Schools,Advantaged,Economically Disadvantaged,COVID-19,Pandemics

This brief summarizes our findings from a review of COVID-19 response plans of 477 school districts across the country. Key findings include: (1) 1 in 3 school districts have been communicating an expectation that teachers will provide instruction while schools remain closed; (2) Urban and suburban districts have been significantly more likely than rural and small-town districts to communicate an expectation that teachers will provide instruction; and (3) The most affluent districts were more than twice as likely as the districts with the highest concentrations of low-income students to require at least some teachers to provide live, real-time instruction. They were also significantly more likely to formally track student attendance and engagement during remote learning. Some districts have made extraordinary efforts to overcome the digital divide and deliver instruction despite the unprecedented disruptions created by this pandemic. But these results send a clear signal that most students, especially those in rural and small districts, will be far behind where they should be next year. School systems and educators must prepare now to limit learning losses and address individual student needs.
How Education Savings Accounts Can Build a Stronger and More Mobile Military. Issue Brief No. 5044
Author: Schwalbach, Jude
Date: 2020-03-13
Type: Reports - Descriptive
Subjects: Military Personnel,Money Management,Investment,Educational Finance,Elementary Secondary Education,School Choice

Military families make tremendous sacrifices--which too often include having to send their children to inadequate schools due to a lack of education options. Most military children have to attend the public school that is physically closest to their parents' assigned base, whether the school is good and safe or not. The federal government has a constitutional duty to ensure national security, which uniquely extends to the K-12 education of military-connected children. Federal policymakers could improve attrition and retention of service members by offering education savings accounts (ESAs) to active-duty military families. Allowed to control their children's education, military families would no longer feel pressure to forgo promotions or leave the military altogether to ensure that their children receive a good education. Key takeaways: (1) Military families make tremendous sacrifices for the country. They should not also be forced to sacrifice their children's education in order to continue serving; (2) The federal government has a constitutional duty to ensure national security, which uniquely extends to the K-12 education of military-connected children; and (3) Education savings accounts allow active-duty parents to pursue the right education for their children without forgoing promotions or leaving the military.
The Effect of School Mobility and Concurrent Changes on Students&apos; Academic Performance
Author: Rose, Bess A.
Date: 2016-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Educational Change,Student Mobility,Stress Variables,Student Records,Public Schools,Educational Environment,Grade Point Average,Social Environment,Student Adjustment,Attendance,Student Characteristics,Classification,Family Environment,Peer Relationship,Place of Residence,Neighborhoods,Family Relationship,Financial Problems,Correlation,Child Development,Self Concept,Elementary Secondary Education,Transfer Students

Changes in school environments are sources of instability and stress for children. The social, educational, residential, and familial changes that usually accompany school changes are likely to exacerbate this stress and negatively impact academic performance. The full range of these changes that occur with school changes, and their relative effects on performance, have not been studied. Using administrative records documenting the educational histories of a representative sample of public school students, this study estimated the effect of mobility on academic grade point average, and the variation in this effect among different types of concurrent changes in children's social, educational, residential, and familial environments, controlling for students' prior achievement, personal characteristics, chronic absence from school, and school membership. Multilevel growth curve modeling was used to account for the nesting of annual measures within students and students within schools; cross-classification and multiple membership were used to account for all of the schools that students attended since beginning first grade. Overall each school change that a student experienced was associated with a deficit of 0.02 GPA points in the year of the change compared to similar students who had not changed schools. The study found greater declines in academic performance when students experienced changes in social, residential, and familial environments concurrent with school changes. Relatively stable school changes in which students moved with groups of peers, not triggered by changes in residence or specifically targeting individual students, had neutral effects on academic performance. Solo transfers, on the other hand, triggered by residential transfers with family structure change or financial issues, were negatively associated with academic performance; this negative effect was likely due to the loss of neighborhood and family stability in addition to the disruption of school-based social ties and academic routines. Further investigation is warranted into strategies to support students who are experiencing stress from changes that trigger school transfers, particularly those involving family structure changes or financial issues.
Rhetorical Organization of Ilocano and Tagalog Pre-Service Teachers in Their Argumentative Essays
Author: Torres, Joel M.
Date: 2020-04-00
Type: Reports - Research
Subjects: Discourse Analysis,Tagalog,Malayo Polynesian Languages,Writing (Composition),Contrastive Linguistics,Rhetoric,Essays,Persuasive Discourse,Undergraduate Students,Computational Linguistics,Cultural Influences,Language Usage,Foreign Countries,Preservice Teachers,Native Language,English (Second Language)

Cross-cultural study of rhetorical traditions as they exist or have existed in different societies around the world has been the focus of contrastive rhetoric. Studies in contrastive rhetoric in the past years confirm that culture is reflected in rhetorical patterns. Using the argumentative essays of 55 students from a state university in Central Luzon and following Liu's (2005) framework on the location of thesis statement, the present quantitative-qualitative study compares the discourse organizations in the placement of thesis statement in the argumentative essays of the three groups of tertiary students (Ilocano, Tagalog and mixed Ilocano and Tagalog), and determines if thesis statements' placement is dependent on one's language grouping. Analysis of the corpus revealed that participants from the three groups differ on their choices on where to write the thesis statements. There were more Tagalog participants who preferred the deductive pattern, while there were more Ilocano participants who preferred to write thesis statements in the middle. Meanwhile, there were more participants from the mixed-group who chose the inductive pattern. The interplay between culture and language use was discussed with focus on the distinct culture of Tagalog and Ilocano that are reflected in the discourse organization of their argumentative essays. [This paper was published in &quot;Asian EFL Journal&quot; v27 n2.2 p261-286 Apr 2020.]
The College Affordability Act Is Unaffordable. Issue Brief No. 5020
Author: Amselem, Mary Clare
Date: 2019-12-19
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Finance,Higher Education,Federal Aid,Student Financial Aid,Loan Repayment,Student Loan Programs,Costs,Accountability,Educational Quality,Vocational Education,Tuition,Government Role,Federal Government,Proprietary Schools,Community Colleges,Federal State Relationship,Grants,Educational Legislation

The proposed College Affordability Act calls for a massive uptick in federal spending on higher education and increased access to federal student aid (which has been shown to inflate tuition), while easing the criteria for federal loan forgiveness, leaving the bill to American taxpayers. Americans need solutions that will drive down the price of college, hold universities accountable for the quality of the education that they offer, and bolster career and technical education options. The College Affordability Act accomplishes none of these goals. Key takeaways: (1) American students need relief from rising tuition costs, and a massive new spending bill would make the current situation even worse; (2) Lawmakers must address federal student loans that have caused tuition hikes, hold universities accountable for education quality, and promote better options; and (3) Congress should cap, and then end, federal loans to spur competition, to pressure schools to reduce tuition, and to expand opportunity for all students.
A Framework for a Taxonomy of Schools: Going beyond Governance-Based Categories When Evaluating and Comparing Schools
Author: Van Ryzin, Mark J.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Taxonomy,Governance,Academic Achievement,Accountability,Outcomes of Education,Comparative Analysis,Institutional Characteristics,Institutional Evaluation,Educational Facilities,Teaching Methods,School Administration,Technology Uses in Education,School Effectiveness,Guidelines,Curriculum Design,Student Evaluation,Evaluation Methods,School Schedules,Teacher Student Relationship,Ability Grouping,Multilingualism,Cooperative Learning,Student Participation,Faculty Development,Parent Participation

Given the current focus on school evaluation and accountability, it is vitally important to capture those differences among schools that can be expected to contribute to student success as measured by students' behavioral, emotional, and academic outcomes. The current practice of comparing &quot;district&quot; and &quot;charter&quot; schools, for example, or &quot;public&quot; and &quot;private&quot; schools, obscures the more important differences that such schools may have and does not provide a basis for substantive conclusions. To truly understand school differences, we must go beyond the surface of simple governance issues to consider how, at a deeper level, schools differ from one another. This paper presents the results from an extensive review of schools (district, chartered, and private) and the school effectiveness research. Potentially important differences among schools are highlighted and the implications of these findings are discussed.
Briefing Memo: A History of Minnesota&apos;s Tiered Teacher Licensure System
Author: Kaput, Krista
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Educational History,Teacher Certification,Educational Legislation,Educational Change,State Licensing Boards

During the 2017 legislative session, the Minnesota legislature overhauled the existing teacher licensure system and replaced it with a new four-tiered teacher licensure system. This brief provides a historical overview of the impetus for the change, as well as the transition to the new licensure system. This is a living document that EE [Education Evolving] will update as needed.
Middle School Students and Digital Citizenship: Is Technology Important for Digital Citizens in Turkey?
Author: Erdogan, Erdi
Date: 2020-00-00
Type: Multilingual/Bilingual Materials
Subjects: Foreign Countries,Middle School Students,Technological Literacy,Citizenship Education,Student Attitudes,Computer Attitudes,Internet,Knowledge Level,Civil Rights,Social Responsibility,Parent Background,Educational Attainment,Predictor Variables,Computer Mediated Communication,Computer Use,Safety

Along with the changes and developments that took place in technology, new fields of study emerged within the scope of citizenship education. One of these is digital citizenship. In this context, it is important to reveal students' attitudes towards technology and digital citizenship. The purpose of this research is to examine the digital citizenship attitudes of middle school students in terms of various variables and to ascertain whether the attitude towards technology is a significant predictor of digital citizenship. In the research, it was benefited from quantitative research approach and relational survey design was used. The 450 middle school students attended the study in a city where located in the middle of Central Anatolia Region in Turkey. The random sampling method was used in the selection of the research sample. The research data were obtained by means of &quot;Digital Citizenship Attitude&quot; and &quot;Pupils' Attitude towards Technology&quot; scales. The research data were collected during the 2017-2018 academic year. The obtained data were entered into SPSS package program and t-test for independent groups, one-way analysis of variance and linear regression analysis were used in the analysis of data. As a result, there was a significant difference between the attitudes of digital citizenship and internet access, Internet usage year, internet usage area, internet usage skill, level of knowing rights and responsibilities, father and mother education status variables. It was also reached that the attitude toward technology is a significant predictor of the attitude of digital citizenship.
Alabama [State Profile]
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Expenditure per Student,Costs,Tuition,Fees,Public Colleges,Private Colleges,Research Universities,Community Colleges,Institutional Characteristics,Enrollment,Educational Finance,Income,State Aid,College Instruction,Expenditures,College Students,Academic Degrees

This State Profile from the Delta Cost Project presents data on key Delta metrics for public research, master's, bachelor's, and community college sectors in the state of Alabama. The data are limited to a five-year period, showing data for the most recent year, and the five-year change.
Iowa [State Profile]
Author: Delta Cost Project at American Institutes for Research (AIR)
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Expenditure per Student,Costs,Tuition,Fees,Public Colleges,Private Colleges,Research Universities,Community Colleges,Institutional Characteristics,Enrollment,Educational Finance,Income,State Aid,College Instruction,Expenditures,College Students,Academic Degrees

This State Profile from the Delta Cost Project presents data on key Delta metrics for public research, master's, bachelor's, and community college sectors in the state of Iowa. The data are limited to a five-year period, showing data for the most recent year, and the five-year change.