ethanporcaro/eric-fulltext-meta huggingface dataset:
The Politicization of University Schools of Education: The Long March through the Education Schools
Author: Schalin, Jay
Date: 2019-02-00
Type: Reports - Research
Subjects: Schools of Education,Politics of Education,Teacher Education Curriculum,Course Descriptions,Political Attitudes,Progressive Education,Educational History,Critical Theory,Multicultural Education,Ideology,Social Change

Few institutions receive more attention and more funding than our education system. And it certainly warrants that attention; after all, education plays a big part in determining the future. Reformers abound, for both higher education and the K-12 system. But they have largely missed one of the most crucial components of education, our schools of education, where future teachers are trained. They are out of sight and unapproachable for the K-12 reformers, and too technical and too much on the periphery for those who focus on higher education's shortcomings. That has proven a grave error. Education schools are fundamental to all education. They are serving the nation badly, and it's not just about test scores and graduation rates. Teacher education has become one of the most politicized corners of academia, an institution that is already out of step with the rest of the country politically. Education schools are leading the charge to &quot;transform&quot; the nation, and that transformation is not leading us to a better, freer, more prosperous, more humane society. This politicization of the education schools is not new, it is not invisible, and it is not occurring through random happenstance or by good ideas pushing out bad ones. It started over 100 years ago in the Progressive era, when the education schools first emerged as a body of experts who focused on &quot;teaching&quot; as a science; many of those experts were socialists who were open about their intentions to change the nation. The report reveals the extent of that politicization using two approaches. One is historical and operates at the theoretical level, showing how education schools were ideological from the start and became more so over time. The second is empirical. Education school syllabi were obtained from three leading schools of education: the University of North Carolina at Chapel Hill, the University of Michigan, and the University of Wisconsin at Madison. Recommended and assigned reading selections were quantified to discover the most popular authors. [This report was funded by the Thomas W. Smith Foundation.]
Modeling Improvement for Underrepresented Minorities in Online STEM Education
Author: Bosch, Nigel
Date: 2019-06-00
Type: Reports - Research
Subjects: Minority Group Students,Disproportionate Representation,Online Courses,STEM Education,Electronic Learning,Integrated Learning Systems,College Entrance Examinations,Scores,Grades (Scholastic),Student Improvement,Academic Achievement,Inclusion

Previous research has shown that students from underrepresented minority groups tend to receive lower grades in online classes than their peers, especially in science-focused courses. We propose that there may also be benefits to online courses for these students (e.g., opportunities for peer discussions where minority status is less salient), though little is currently known about these potential benefits. We present a new perspective on learning outcomes by measuring improvement, rather than grades alone. In learning management system data from seven semesters of an online introductory science course, we found that students from underrepresented minority racial groups were indeed less likely to receive high grades, and scored lower on exams; however, their exam scores improved throughout the semester a similar amount compared to their peers. We also compared improvement to students' behaviors, including exam submission times and forum usage, finding that these behaviors were related to improvement. Finally, we also briefly discuss implications of these findings for reducing inequalities in education, and the possibilities for underrepresented minority students in online STEM education in particular.
Standards Implementation in Kentucky: Local Perspectives on Policy, Challenges, Resources, and Instruction
Author: Edgerton, Adam K.
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: State Policy,College Readiness,Career Readiness,Academic Standards,English Language Learners,Disabilities,School Districts,Elementary Secondary Education,Language Arts,Mathematics Instruction,Standardized Tests,State Standards,Principals,Power Structure,Alignment (Education),Attitudes,Barriers,Program Implementation,Administrators,Educational Resources,Elementary School Teachers,Secondary School Teachers,Course Content

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a special focus on understanding implementation and effects of CCR standards for English Language Learners (ELLs) and students with disabilities (SWDs). This analysis examines select data from a survey administered to principals and teachers in the state of Kentucky during the spring of 2016. A stratified random sampling technique designed to ensure the sample was representative of districts in Kentucky was employed. In each of the 89 districts, 285 elementary schools were identified. In each of these elementary schools, two 4th-grade math teachers, two 5th-grade ELA teachers, one SWD teacher, and one ELL teacher were sampled. In the 125 high schools in the study, two ELA teachers and one teacher in each of the following specialties or subjects: SWD, ELL, algebra I, algebra 2, and geometry were sampled. Those three math subjects were chosen because they are the most common high school math courses, thus including them maximizes the number of high school target course responses that were obtained. Researchers wanted to identify math classes enrolling students who were likely to be required to take the state mathematics assessment. In total, 353 principals (or designated staff) out of the 841 eligible principals completed the principal survey in Kentucky, for a response rate of 42%; and 554 out of 1731 sampled teachers responded, for a response rate of 32%. Counts are for overall participation, as every district was included in the sample.
Standards Implementation in Ohio: Local Perspectives on Policy, Challenges, Resources, and Instruction
Author: Desimone, Laura M.
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: State Policy,College Readiness,Career Readiness,Academic Standards,English Language Learners,Disabilities,School Districts,Elementary Secondary Education,Language Arts,Mathematics Instruction,Standardized Tests,State Standards,Principals,Power Structure,Alignment (Education),Attitudes,Barriers,Program Implementation,Administrators,Educational Resources,Elementary School Teachers,Secondary School Teachers,Course Content

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a special focus on understanding implementation and effects of CCR standards for English Language Learners (ELLs) and students with disabilities. This analysis examines select questions from a spring 2016 survey administered to districts, principals, and teachers in the state of Ohio. We employed a stratified random sampling technique designed to ensure the sample was representative of districts in Ohio. Forty-two Ohio districts completed the survey. In every sampled elementary school, two fifth-grade math teachers, two fourth-grade ELA teachers, one SWD teacher, and one ELL teacher were sampled. In high schools, two ELA teachers and one teacher in each of the following specialties or subjects: SWD, ELL, algebra, algebra 2, and geometry were sampled. The three math subjects were chosen because they are the most common college- and career-ready high school math courses, and so including them maximizes the number of high school target course responses that were obtained. Researchers wanted to identify math classes enrolling students who were likely to be required to take the state mathematics assessment. Forty nine districts were identified. Of those, 42 agreed to participate and completed the survey. This is a 85.7% response rate. In total, 111 principals (or designated staff) out of the 185 eligible principals completed the principal survey in Ohio, for a response rate of 60%; and 417 out of 654 sampled teachers responded, for a response rate of 63.8%.
Standards Implementation in Texas: Local Perspectives on Policy, Challenges, Resources, and Instruction
Author: Edgerton, Adam
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: State Policy,College Readiness,Career Readiness,Academic Standards,English Language Learners,Disabilities,School Districts,Elementary Secondary Education,Language Arts,Mathematics Instruction,Standardized Tests,State Standards,Principals,Power Structure,Alignment (Education),Attitudes,Barriers,Program Implementation,Administrators,Educational Resources,Elementary School Teachers,Secondary School Teachers,Course Content

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a special focus on understanding implementation and effects of CCR standards for English Language Learners (ELLs) and students with disabilities (SWDs). This analysis examines select data from a survey administered to districts, principals, and teachers in the state of Texas during the spring of 2016. A stratified random sampling technique was designed to ensure the sample was representative of districts in Texas. Forty-two Texas districts completed the survey. In every sampled elementary school, two fifth-grade math teachers, two fourth-grade ELA teachers, one SWD teacher, and one ELL teacher were sampled. In high schools, two ELA teachers and one teacher in each of the following specialties or subjects: SWD, ELL, algebra, algebra 2, and geometry were sampled. The three math subjects were chosen because they are the most common high school math courses, thus including them maximizes the number of high school target course responses obtained. Researchers wanted to identify math classes enrolling students who were likely to be required to take the state mathematics assessment. Fifty three districts were identified. Of those, 42 agreed to participate and completed the survey. This is a 79.2% response rate. In total, 149 principals (or designated staff) out of the 211 eligible principals completed the principal survey in Texas, for a response rate of 70.6%; and 603 out of 1,089 sampled teachers responded, for a response rate of 55.4%. These analyses help answer the following C-SAIL implementation research questions: (1) To what extent is the policy system specific, consistent, authoritative, powerful, and stable, at the state, district, and school levels; (2) What is the nature and quality of support and guidance at the state, district, and school levels (e.g., challenges and resources); and (3) How are teachers changing the content they cover, and how does this differ for the subjects of ELA and math as well as for teachers of ELLs, teachers of SWDs, and for elementary and high school teachers?
Using Autonomy Supportive Teaching with Nontraditional Distance Learners
Author: McClain-Smith, Tammy
Date: 2017-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Nontraditional Education,Nontraditional Students,Distance Education,Teaching Styles,Personal Autonomy,Online Courses,Instructional Design,College Students,Self Determination,Academic Persistence,Student Motivation,Cognitive Style,Time Factors (Learning),Integrated Learning Systems

This applied dissertation was designed to examine the impact of autonomy supportive actions on nontraditional distance education students. The writer conducted a phenomenological research study with volunteer participants from an international distance education and instructional technology organization. All participants were distance education students who were employed full-time with family responsibilities. The writer concluded that autonomy supportive actions have a positive impact on nontraditional distance education students' autonomy and their ability to persist. An analysis of the data revealed an additional area of autonomy support--time--that may be an area of future research.
The Effects of Paper, Web, and Game Based Formative Assessment on Motivation and Learning: A Literature Review
Author: Alzaid, Faten
Date: 2019-02-15
Type: Reports - Evaluative
Subjects: Student Evaluation,Evaluation Methods,Computer Assisted Testing,Formative Evaluation,Student Motivation,Learning Motivation,Barriers,Technology Uses in Education,Computer Games,Second Language Learning,Teaching Methods,Educational Technology,Second Language Instruction,Learning Theories,English (Second Language)

Assessment has a significant influence on the process of teaching and learning. It is essential to close the gap between learners' performance and the target performance. The rapid changing of technology reached the assessment community by developing new and different ways of formative assessments. This paper is written to distinguish between paper-based, web-based, and game-based formative assessment and their possible influence on motivation and learning. It presents the main challenges remaining with traditional paper-based classroom assessment and the influential role of technology in improving the application of formative assessment. This paper also discusses the potential of gamification on the future of formative assessment and its influence on motivation and a second language (L2) learning. In this paper, gamification represents the uses of game elements and design in a non-game context such as rewards, badges, leaderboards, challenges...etc. A theoretical and empirical framework has been discussed in the light of literature along with a comparison between the three formative assessment methods. Accordingly, gamification strategies seemed to have a clear value to overcome previous issues of traditional formative assessment in terms of motivation and learning. Future studies are recommended to implement a comparative study to investigate the implication of gamification strategies in formative assessment on L2 students' learning and motivation.
Monitoring the Future National Survey Results on Drug Use, 1975-2018: Overview, Key Findings on Adolescent Drug Use
Author: Johnston, Lloyd D.
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Substance Abuse,Adolescents,College Students,High School Graduates,Adults,Age Differences,Grade 8,Grade 10,Grade 12,Marijuana,Inhalants,Lysergic Acid Diethylamide,Cocaine,Narcotics,Stimulants,Alcohol Abuse,Smoking,Incidence

Monitoring the Future (MTF) is a long-term study of substance use and related factors among U.S. adolescents, college students, and adult high school graduates through age 60. It is conducted annually and supported by the National Institute on Drug Abuse. MTF findings identify emerging substance use problems, track substance use trends, and inform national policy and intervention strategies. MTF is designed to detect age, period, and cohort effects in substance use and related attitudes. Age effects are similar changes with age seen across multiple class cohorts; they are common during adolescence. Period effects are changes that are parallel over a number of years across multiple age groups (in this case, all three grades under study--8, 10, and 12). Cohort effects are consistent differences among birth cohorts (or in this case, class cohorts) that are then maintained as the cohorts age. The key findings regarding use of various substances by 8th, 10th, and 12th graders surveyed across the coterminous U.S. in 2018 are presented in this report. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2017: Overview, Key Findings on Adolescent Drug Use,&quot; see ED589762.]
An Implementation Study of the Early Childhood Language Development Institute (ECLDI): Dual-Capacity Professional Development in San Mateo County State Preschools
Author: Fehrer, Kendra
Date: 2017-12-00
Type: Reports - Research
Subjects: Preschools,Public Schools,English Language Learners,Faculty Development,Preschool Teachers,Program Effectiveness,Parent Education,Program Implementation,Counties,Influences,Barriers

The Early Childhood Language Development Institute (ECLDI) aims to support the success of young dual language learners (DLL's) currently enrolled in State-funded early learning programs in San Mateo County. Established in 2003 and administered by San Mateo County Office of Education (SMCOE), ECLDI provides a comprehensive professional development model for early learning professionals and leaders, and families of DLLs. This model works to (1) foster reciprocal, authentic, school-family partnerships; as well as (2) transform the culture, practices, and policies in early learning settings to support classrooms and learning environments that are responsive to the needs and assets of DLLs and their families. In 2015, ECLDI partnered with the John W. Gardner Center for Youth and their Communities at Stanford University (Gardner Center) to assess its current programming and support future development. In this report, the authors provide background on the relevant national research base as well as relevant local context, describe the current study and methods, and share implementation findings. Specifically, they describe what they learned about program participants and service delivery, promising emerging patterns in teacher and parent practice, and conditions that facilitate or hinder ECLDI program implementation. [Appendix is not included in the ERIC version of the report.]
High-Quality Learning for All. 2019 State and Federal Policy Priorities
Author: iNACOL
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: State Policy,Public Policy,Educational Policy,Elementary Secondary Education,Educational Change,Accountability,Equal Education,Educational Assessment,Capacity Building,Preservice Teacher Education,Access to Computers,Alignment (Education),Higher Education,Educational Legislation,Federal Legislation,Vocational Education,Administrator Education

This brief highlights recommendations for policymakers with guidance on strategies and action steps to drive the transformation of K-12 education systems to meet the needs of every student. Policymakers, at every level, need to ensure the nation's education systems are fit for purpose, equity-driven, capable of preparing all students -- rather than only a portion -- to graduate with the knowledge, abilities and dispositions necessary to achieve success, to contribute to their communities and to advance society. These recommendations move states forward from their current state of education to a future state with equity-driven systems of excellent educational opportunities by rethinking accountability, redesigning and aligning systems of assessments, building educator capacity and creating system coherence.
Does Reading Literacy Instruction Vary According to Language or Culture? Similarities and Differences in English-, German- and French-Speaking Education Systems in PIRLS 2016. IEA Compass: Briefs in Education Number 4
Author: Lafontaine, Dominique
Date: 2018-11-00
Type: Reports - Research
Subjects: Reading Instruction,Literacy,Teaching Methods,Cultural Differences,Comparative Education,Foreign Countries,Achievement Tests,Grade 4,Reading Achievement,Reading Tests,International Assessment,Reading Teachers,Silent Reading,Reading Aloud to Others,Reading Comprehension,Reading Materials,English,French,German

PIRLS 2016 data from eight education systems were used to examine how teachers from three different language groups differed in their teaching of reading literacy. Teaching reading practices differed substantially between the three linguistic/cultural groups. In English-speaking systems, effective practices for establishing reading literacy seem well implemented, but there is still room for more consistent implementation in German-speaking and French-speaking education systems.
iNACOL 2019 Federal Policy Priorities. Issue Brief
Author: Patrick, Susan
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Public Policy,Educational Policy,Barriers,Elementary Secondary Education,Educational Legislation,Federal Legislation,Higher Education,Educational Technology,Technology Uses in Education,Access to Education,Access to Computers,Financial Support,Teacher Education Programs,Federal Aid,Federal Government,Government Role,Alignment (Education)

This brief provides analysis of federal policy changes needed toward a long-range vision to transform education and ensure our nation's education systems prepare all students with the skills necessary to achieve success, contribute to their communities and advance society. Our policy priorities are intentionally constructed to support future-focused states and localities moving forward from their current state of education to future systems that are equity-driven and ensure that every student will experience a prosperous, just and successful future. For federal leaders, the 2019 policy priorities are: (1) Launch a pilot program in the reauthorization of the Higher Education Act to support innovation; (2) Remove barriers for states in ESSA [Every Student Succeeds Act] Section 1204 (Innovative Assessment Pilot); (3) Support continued expansion of Internet access, WiFi and broadband infrastructure; and (4) Target funding within the reauthorized Perkins Career and Technical Education Act to encourage alignment to postsecondary programs and pathways.
iNACOL 2019 State Policy Priorities. Issue Brief
Author: Patrick, Susan
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Educational Change,Equal Education,College Readiness,Career Readiness,Qualifications,Mastery Learning,Accountability,Faculty Development,Credits,Elementary Secondary Education,Educational Legislation,Federal Legislation,Instructional Design,Educational Innovation

This brief provides analysis of state policy changes needed toward a long-range vision to transform education and ensure our nation's education systems prepare all students with the skills necessary to achieve success, contribute to their communities and advance society. Our policy priorities are intentionally constructed to support future-focused states and localities moving forward from their current state of education to future systems that are equity-driven and ensure that every student will experience a prosperous, just and successful future. For states, the 2019 policy priorities are: (1) Redefine student success to prepare all students for college, career and civic life; (2) Create meaningful qualifications based on mastery; (3) Redesign accountability systems for continuous improvement; (4) Build aligned, balanced systems of assessments to certify knowledge and skills; (5) Develop educator capacity for next-generation learning; (6) Build system and school leadership capacity for change; and (7) Establish enabling state policies to create and launch innovative learning models and multiple pathways.