ethanporcaro/eric-fulltext-meta huggingface dataset:
Data Collaboration in New York City: The Challenges of Linking High School and Post-Secondary Data
Author: Wilkes, Shani
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: School Readiness,Metric System,College Preparation,Agency Cooperation,Educational Cooperation,Knowledge Management,Access to Information,Educational Indicators,College Readiness,Best Practices,At Risk Students,Clearinghouses,Management Information Systems,Student Evaluation,Data Analysis,Change Strategies,Student Records,Secondary Education,Postsecondary Education,Partnerships in Education,Educational Policy,Educational Improvement,Improvement Programs,Program Descriptions,Program Development,Achievement Rating,Academic Achievement,Performance Factors

Education leaders across the country confront a growing challenge: too many students are not college ready when they leave high school. Although indicators exist to identify students at risk of dropping out of high school, few indicators of students' college readiness are currently in place, and few districts have linked indicators to practices and policies in ways that would enable action to create meaningful, lasting change. The College Readiness Indicator Systems (CRIS) initiative--a collaboration between the Annenberg Institute for School Reform (AISR) at Brown University and the John W. Gardner Center for Youth and their Communities at Stanford University, funded by Bill & Melinda Gates Foundation--aims to address this need for better indicators. Five sites receive support to develop and test college readiness indicators, use them to create effective interventions, and share knowledge and best practices with each other. Data access and integration, in particular, emerged as key issues in early work with the sites. And combining secondary and post-secondary data to trace student outcomes through high school to college is one of the biggest challenges of data integration. One approach to this challenge has been a data-sharing collaboration between the New York City Department of Education (NYCDOE) and the City University of New York (CUNY) to evaluate the college preparedness of their shared students. To support this work, the Bill & Melinda Gates Foundation provided funds to the NYCDOE in 2010 for what is known as the Leaky Pipeline project. In addition to the capacity to analyze data in new ways, the NYCDOE researchers gained many insights into the challenges and best practices of developing and operating a PreK-20 data-sharing collaborative. In this publication, developed in collaboration with AISR as part of the CRIS initiative, these researchers aim to share their insights with others who are engaged in or seek to engage in the work of sh secondary and postsecondary data across institutions to support college readiness. Appended are: (1) Timeline; (2) Additional Metrics on NYCDOE Progress Reports; (3) Effective Data Documentation; and (4) Data-Merging Process. (Contains 2 figures and 2 footnotes.)
Libraries, Patrons, and E-Books
Author: Zickuhr, Kathryn
Date: 2012-06-22
Type: Numerical/Quantitative Data
Subjects: Books,Electronic Publishing,Libraries,Library Services,Reading Habits,Consumer Economics,Grants,Reading Research,Library Role,Social Life,Purchasing,Social Change,Users (Information),Technological Advancement,Use Studies

This report explores the world of e-books and libraries, where libraries fit into these book-consumption patterns of Americans, when people choose to borrow their books and when they choose to buy books. It examines the potential frustrations e-book borrowers can encounter when checking out digital titles, such as long wait lists and compatibility issues. Finally, it looks at non-e-book-borrower interest in various library services, such as preloaded e-readers or instruction on downloading e-books. To understand the place e-reading, e-books, and libraries have in Americans' evolving reading habits, the Bill & Melinda Gates Foundation has given the Pew Internet Project a grant to study this shifting digital terrain. Libraries have traditionally played a key role in the civic and social life of their communities, and this work is aimed at understanding the way that changes in consumer behavior and library offerings might affect that unique relationship between libraries and communities. Findings include: (1) 12% of readers of e-books borrowed an e-book from the library in the past year. But a majority of Americans do not know that this service is provided by their local library; (2) E-book borrowers appreciate the selection of e-books at their local library, but they often encounter wait lists, unavailable titles, or incompatible file formats; (3) Many Americans would like to learn more about borrowing e-books; (4) 58% of Americans have a library card, and 69% say that their local library is important to them and their family; (5) Library card holders are more than twice as likely to have bought their most recent book than to have borrowed it from a library. Many e-book borrowers purchase e-books, too; (6) Library card holders use more technology, and they report that they read more books; and (7) Leading-edge librarians and patrons say that the advent of e-books has produced a major transformation in book searching and borrowing at libraries. (Contains 66 footnotes.)
Early Risers. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Emotional Disturbances,Aggression,Prevention,Grade 1,Grade 2,Grade 3,Family Programs,Parent Participation,Parent Education,School Activities,Evaluation Criteria,Student Behavior,Affective Behavior,Reading Achievement,Outcomes of Treatment,Evidence,Intervention,Academic Achievement,Educational Research

&quot;Early Risers&quot; is a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The intervention model includes two child-focused components and two parent/family components. The Child Skills component is designed to teach skills that enhance children's emotional and behavioral self-regulation, positive peer relationships, and academic success. The Child School Support component aims to identify areas of difficulty in the classroom and creates individualized plans to address those difficulties during the course of normal school activities. The Parent Skills component is delivered in &quot;family night&quot; group sessions and is intended to promote parents' abilities to support their children's healthy development by teaching skills that address positive parent-child relations, effective discipline practices, and parent involvement in school. The Family Support component, which is delivered via home visits, identifies basic needs and health concerns and then implements plans designed to assist families in achieving and maintaining healthy lifestyles. Thirteen studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of &quot;Early Risers&quot; on children classified as having an emotional disturbance (or children at risk for classification). Two studies (August, Hektner, Egan, Realmuto, &amp; Bloomquist, 2002; August, Lee, Bloomquist, Realmuto, &amp; Hektner, 2003) are randomized controlled trials that meet WWC evidence standards without reservations. Those two studies are summarized in this report. The remaining 11 studies do not meet either WWC eligibility screens or evidence standards. Appended are: (1) Research details for August et al., 2002 and August et al., 2003; (2) Outcome measures for each domain; (3) Findings included in the rating for the external behavior domain, the emotional/internal behavior domain, the social outcomes domain, and the academic performance domain; and (4) Summary of second-year findings for the external behavior domain, the social outcomes domain, and the academic performance domain. A glossary of terms is included. (Contains 8 tables, 15 endnotes and 5 additional sources.)
Phonological Awareness Training. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Phonological Awareness,Training,Evidence,Reading Research,Research and Development,Early Childhood Education,Phonemic Awareness,Emergent Literacy,Evaluation Criteria,Learning Disabilities,Intervention,Foreign Countries

Phonological awareness, or the ability to detect or manipulate the sounds in words independent of meaning, has been identified as a key early literacy skill and precursor to reading. For the purposes of this review, &quot;phonological awareness training&quot; refers to any practice targeting young children's phonological awareness abilities. &quot;Phonological awareness training&quot; can involve various activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or to identify, detect, or produce rhyme or alliteration. &quot;Phonologic awareness training&quot; can occur in both regular and special education classrooms. Various curricula are available to support this training. Two hundred twenty-five studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of &quot;phonological awareness training&quot; on children with learning disabilities in early education settings. Four studies (O'Connor, Jenkins, Leicester, &amp; Slocum, 1993; Sweat, 2003; Tyler, Lewis, Haskill, &amp; Tolbert, 2003; Tyler, Gillon, Macrae, &amp; Johnson, 2011) are randomized controlled trials that meet WWC evidence standards without reservations. Those four studies are summarized in this report. The remaining 221 studies do not meet either WWC eligibility screens or evidence standards. Four additional studies were reviewed against the pilot Single-Case Design standards. One study met the pilot Single-Case Design standards without reservations, no studies met the pilot Single-Case Design standards with reservations, and three did not meet pilot Single-Case Design standards. Studies reviewed against pilot Single-Case Design standards are listed in Appendix E and do not contribute to the intervention's rating of effectiveness. Appended are: (1) Research details for O'Connor et al., 1993, Sweat, 2003, Tyler et al., 2003, and Tyler et al., 2011; (2) Outcome measures for each domain; (3) Findings included in the rating for the communication/language competencies domain; (4) Summary of findings comparing different types of phonological awareness training for the communication/language competencies domain; and (5) Single-case design studies reviewed for this intervention. A glossary of terms is included. (Contains 7 tables, 14 endnotes and 1 additional source.
WWC Review of the Report &quot;Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Middle Schools,Grade 7,Grade 8,Mathematics Tests,Testing Accommodations,English (Second Language),Second Language Learning,Evidence,Word Problems (Mathematics),Content Analysis,Change,Difficulty Level,Test Items,Readability,Reading Comprehension,Language Proficiency,Language Arts

The research described in this report is a randomized controlled trial in which seventh- and eighth-grade students were randomly assigned to complete a set of 25 math questions delivered with either standard language or language that had undergone &quot;linguistic modification&quot; by the research team. The purpose of the study was to assess the effects of using &quot;linguistic modification&quot; as a way of removing language barriers for English language learners and non-English language learners struggling with reading. Nearly 3,000 students from 13 middle schools in five school districts in California were randomly assigned to complete traditional math assessments or math assessments that had undergone &quot;linguistic modification.&quot; Researchers then examined the results for three subgroups of students: Spanish-speaking English language learners (EL), non-English language learners who were not proficient in English language arts (NEP), and non-English language learners who were proficient in English language arts (EP). Comparisons were made between students who took the modified test and those who took the non-modified test. The study found a positive effect on math scores for students struggling with English who completed the &quot;linguistic modification&quot; item set relative to similar students who did not. The estimated six percentage-point gain on math achievement is statistically significant. The study found neither statistically significant nor substantively important differences for EP students who took the modified test, relative to those who did not. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for the mathematics achievement domain; and (4) Subgroup findings for the mathematics achievement domain. A glossary of terms is included. (Contains 6 tables and 5 endnotes.) [The following study is the focus of this &quot;Quick Review&quot;: &quot;Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets. Final Report. NCEE 2009-4079&quot; (ED510556).]
WWC Review of the Report &quot;Enhancing the Effectiveness of Special Education Programming for Children with Attention Deficit Hyperactivity Disorder Using a Daily Report Card&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Attention Deficit Hyperactivity Disorder,Intervention,Individualized Education Programs,Eligibility,Reading Achievement,Program Effectiveness,Classrooms,Special Education,Children,Academic Achievement,Educational Improvement,Comparative Analysis,Statistical Significance,Effect Size,Literacy,Mathematics Achievement

The study described in this report examined whether the use of &quot;daily report cards&quot; (&quot;DRCs&quot;) in elementary school classrooms improved behavior and academic achievement among students diagnosed with combined inattentive and hyperactive/impulsive attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD)/conduct disorder. Students with an Individualized Education Program (IEP) in grades 1-6 were recruited for the study and tested for ADHD to determine eligibility. Following an intake process that determined diagnosis and eligibility, a total of 63 students, each with a unique teacher, were randomly assigned either to the intervention condition (n = 33) or to the comparison condition (n = 30). The study assessed the effectiveness of &quot;DRCs&quot; by comparing behavioral and academic outcomes for the intervention and comparison groups at the conclusion of the academic year. At posttest, there were statistically significant positive differences between the intervention and comparison groups on three of the four measures in the external behavior domain. The average effect size for the behavior domain was 0.35. The study found no statistically significant or substantively important differences in two other domains: (1) reading achievement/literacy, and (2) math achievement. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. (Contains 1 endnote.) [The following study is the focus of this &quot;Quick Review&quot;: &quot;Enhancing the Effectiveness of Special Education Programming for Children with Attention Deficit Hyperactivity Disorder Using a Daily Report Card&quot; (EJ891850).]
Innovative Research-Based Approaches to Learning and Teaching. OECD Education Working Papers, No. 79
Author: van den Broek, Gesa Sonja Elsa
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Direct Instruction,Feedback (Response),Constructivism (Learning),Foreign Countries,Educational Environment,Scaffolding (Teaching Technique),Thinking Skills,Educational Innovation,Instructional Innovation,Theory Practice Relationship,Evidence,Teaching Methods,Educational Strategies,Learning Strategies,Communities of Practice,Web Based Instruction,Inquiry,Educational Objectives,Learning Activities,Program Descriptions,Electronic Learning

Building on an earlier 2008 summary prepared for OECD by Marlene Scardamalia and Carl Bereiter, this paper by Gesa S. E. van den Broek provides a more extensive discussion of approaches described as "research based innovation." "Fostering Communities of Learning" is a constructivist approach in which teachers help students discover important curricular concepts. "Learning by Design" is an inquiry-based science learning programme based on case-based reasoning models. "Central Conceptual Structures" (CCS) theory describes developmental changes in children's thinking and what is needed to progress through stages in specific cognitive domains. "Web-based Inquiry Science Environment" (WISE) is an internet-based adaptive learning environment building on the principles of knowledge integration. "Cognitive Tutors and ACT-R theory" are intelligent adaptive software programmes that provide students with scaffolded instruction and feedback. "Direct Instruction" aims to accelerate learning through clear scripted direct instruction by the teacher and scaffolded practice aimed at student involvement and error reduction. "Higher Order Thinking Skills" (HOTS) is for disadvantaged students especially to engage in Socratic dialogues about ideas and strategies to solve computer game-based problems. "Knowledge Building" is a constructivist teaching approach centred on building knowledge and creating knowledge communities. (Contains 1 figure and 5 boxes.)
Morbidity and Mortality Weekly Report. Volume 61, Number 17
Author: Moolenaar, Ronald L., Ed.
Date: 2012-05-04
Type: Collected Works - Serial
Subjects: Foreign Countries,Public Health,Animals,Communicable Diseases,Sexuality,Prevention,Contraception,Females,Adolescents,Health Behavior,Comparative Analysis,Pharmacy,Racial Differences,Age Differences,Military Personnel,Data Collection,Chronic Illness,Water

The &quot;Morbidity and Mortality Weekly Report&quot; (&quot;MMWR&quot;) Series is prepared by the Centers for Disease Control and Prevention (CDC). Data presented by the Notifiable Disease Data Team and 122 Cities Mortality Data Team in the weekly &quot;MMWR&quot; are provisional, based on weekly reports to CDC by state health departments. This issue of &quot;Morbidity and Mortality Weekly Report&quot; includes the following reports: (1) Sexual Experience and Contraceptive Use Among Female Teens--United States, 1995, 2002, and 2006-2010 (Crystal Pirtle Tyler, Lee Warner, Joan Marie Kraft, Alison Spitz,  Lorrie Gavin, Violanda Grigorescu, Carla White, and Wanda Barfield); (2) Imported Human Rabies in a U.S. Army Soldier--New York, 2011 (Waleed Javaid, Ioana G. Amzuta, Amritpal Nat, Troy Johnson, Donna Grant, Robert J. Rudd, Bryan Cherry, Alexandra Newman, Debra Blog, Rodney Willoughby, Charlene Fix, Steven Baty, Michael Cooper, Kathryn Ellis, Derron A. Alves, Steven Cersovsky, Charles E. Rupprecht, Angela M. Maxted, and Emily W. Lankau); (3) Comparison of Meningococcal Disease Surveillance Systems--United States, 2005-2008 (Amanda C. Cohn, Jessica MacNeil, Thomas A. Clark, and Sara Tartof); (4) Identification of &quot;Vibrio cholerae&quot; Serogroup O1, Serotype Inaba, Biotype El Tor Strain--Haiti, March 2012; and (5) Multistate Outbreak of Postprocedural Fungal Endophthalmitis Associated with a Single Compounding Pharmacy--United States, March-April 2012 (Suber Huang, Pravin Dugel, George Williams, Moon Kim, Clara Tyson, Laurene Mascola, Kavita K. Trivedi, Julie Duran, Shannon Millay, Stephanie Black, Judith Conway, Susanne Straif-Bourgeois, Rick Sowadsky, Ellen H. Lee, Tom Torok, Benjamin Sun, Shawn Lockhart, Julie Harris, Benjamin J. Park, Rachel Smith, Christina Mikosz, Raymund Dantes, and Yoran Grant). Announcements and QuickStats are also included. Individual reports contain figures, tables and references.
The Effect of School Building Renovation/Construction on School Culture
Author: Lesisko, Lee J.
Date: 2010-00-00
Type: Reports - Research
Subjects: Rural Schools,School Culture,School Construction,Educational Facilities Improvement,School Buildings,Teaching Methods,Stress Variables,Principals,Females,Gender Differences,School Districts,Educational Environment,Questionnaires,Work Environment,Factor Analysis,Likert Scales,Administrator Role,Urban Schools,Suburban Schools,Administrator Characteristics

School construction or renovation projects can have a profound affect on students, faculty and administration. The literature revealed that continuous communication is essential for a smooth process. This research identified bureaucratic issues and school climate to be leading factors of concern during construction projects. Analysis of this study indicated that female Principals experience more stress during construction projects, and building leaders regardless of gender who oversee a rural school facility experience more stress than their suburban counterparts. The more experience the Principal has the easier it is for him/her to deal with school climate issues and concerns. The researchers also found that increased staff recruiting was not significant. The majority of the building contractors did work with school officials to minimize disruptions to the day-to-day activities during school hours. However, many schools did not receive additional resources from the district office to help smooth the teaching and learning process during the project. Instrumentation is appended. (Contains 6 tables.)