ethanporcaro/eric-fulltext-meta huggingface dataset:
The State of Early Childhood Higher Education in New York State. Technical Report
Author: University of California, Berkeley. Center for the Study of Child Care Employment
Date: 2015-12-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Teacher Education Programs,Teacher Competencies,Alignment (Education),Student Teaching,Teacher Educators,Teacher Surveys,Administrator Surveys,Academic Degrees,Educational Change,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,Kindergarten,Preschool Teachers,Transitional Programs

The New York State Early Childhood Advisory Council (ECAC) serves the Governor and is charged with ensuring that all of New York's young children are healthy, learning, and thriving in families that are supported by a full complement of services and resources essential for successful development. The council's Workforce Work Group is dedicated to the development of those adults who work in a range of programs to realize this vision. Teacher preparation, the Birth to Grade 2 Certification, and leadership development are strong components of the Workforce Work Group's charge. To gain a clearer picture of early childhood-related offerings throughout the state's higher education system, and to explore some specific issues related to the state's teacher preparation system, the ECAC with its partner members, New York Early Childhood Professional Development Institute and the New York State Association for the Education of Young Children engaged the Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley, to conduct the Early Childhood Higher Education Inventory (Kipnis, Ryan, Austin, Whitebook, &amp; Sakai, 2012). The Inventory is designed to describe variations in program content, age-group focus, student field-based learning, and faculty characteristics in early childhood degree programs offered within a state. In addition, a series of questions developed for the Inventory focuses specifically on the issues of early mathematics and family engagement, with particular attention to program content and faculty attitudes. While the link between young children's math competency and later school success has been demonstrated in recent research, there is concern among some math experts that institutions of higher education are not adequately preparing teachers of young children to assess or facilitate children's mathematical understanding and skills (Ryan, Whitebook, &amp; Cassidy, 2014). CSCCE collaborated with Child Trends, Inc. on sample development, data collection and analysis, and report development. The Inventory was implemented in New York State during the 2014-2015 academic year. This Technical Report presents detailed findings collected by implementing the Inventory's mapping, program, and faculty modules (Kipnis et al., 2012). Appendixes provide supplemental tables. [This report was produced with the assistance of Child Trends. For related reports, see ED574303 and ED574301.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in New York, 2015. Highlights
Author: University of California, Berkeley. Center for the Study of Child Care Employment
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Teacher Education Programs,Teacher Competencies,Alignment (Education),Student Teaching,Teacher Educators,Teacher Surveys,Administrator Surveys,Academic Degrees,Educational Change,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,Kindergarten,Preschool Teachers,Transitional Programs

In recent years, New York, like many states, has committed public and private resources toward multiple efforts to improve educational services and to ensure that teacher education degree and certification programs can better prepare their graduates to meet the complex needs of young children of all ages. Critical to responding to this need is the establishment of a well-coordinated and comprehensive professional preparation and development system that can prepare an incoming generation of professionals while also strengthening the skills of the existing early education workforce. Institutions of higher education are critical to meeting the evolving and increasing demands which have been shown to improve developmental and learning outcomes for the state's young child population. The New York Early Childhood Advisory Council (ECAC) with its partner members, New York Early Childhood Professional Development Institute and the New York State Association for the Education of Young Children engaged the Center for the Study of Child Care Employment (CSCCE) to conduct this assessment, by implementing the &quot;Early Childhood Higher Education Inventory.&quot; The Inventory is a research tool used to describe the landscape of a state's early childhood degree program offerings at the associate, bachelor's, master's, and doctoral levels, and to provide a portrait of early childhood faculty members. In this report, findings from the &quot;Early Childhood Higher Education Inventory&quot; are highlighted, specifically the extent to which New York early care and education (ECE) higher education programs offer course content and experiences associated with effective teacher preparation. [This report was produced with the assistance of Child Trends. For related reports see ED574300 and ED574301.]
Effect of Transition Planning on Postsecondary Support Receipt by Students with Disabilities
Author: Newman, Lynn A
Date: 2016-00-00
Type: Reports - Research
Subjects: Disabilities,Postsecondary Education,College Bound Students,Transitional Programs,Planning,Longitudinal Studies,Special Education,Academic Accommodations (Disabilities),Career Education,Technical Education,Probability,Surveys,Interviews,Comparative Analysis,Scores,Student Needs,Academic Support Services,Student Personnel Services

Data from the National Longitudinal Transition Study-2 were analyzed to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by students with disabilities. The analyses included a nationally representative cohort of 1,210 students. Propensity model analyses indicated that both variables significantly increased the odds that students with disabilities would receive disability-specific and generally available supports at 2-year institutions. In addition, students with transition plans specifying accommodations were more likely to receive disability-related supports at career/technical education (CTE) schools and CTE students who had received transition planning education in high school were more likely to receive generally available supports. The results provide important implications for policy and practice, and a strong foundation for further exploration of the linkages between transition planning experiences and receipt of disability-specific and generally available supports at postsecondary schools. Given the significant change in responsibility faced by students with disabilities in college in regard to decision making and self-advocacy, transition planning for students with disabilities needs to include explicit instruction related to accessing needed services at the college level. (Contains 2 tables). [This paper was published in &quot;Exceptional Children,&quot; v82 n4 p497-514 2016 (EJ1104758).]
An Analysis of Factors Related to Receipt of Accommodations and Services by Postsecondary Students with Disabilities
Author: Newman, Lynn A.
Date: 2015-00-00
Type: Reports - Research
Subjects: Correlation,Demography,Student Characteristics,Disabilities,College Students,College Preparation,High School Students,Planning,Transitional Programs,Academic Accommodations (Disabilities),Accessibility (for Disabled),Two Year Colleges,Career Education,Technical Education,Statistical Analysis,Self Determination,Interviews,Surveys,Parents,College Bound Students,Family Characteristics,Regression (Statistics),Symptoms (Individual Disorders),Longitudinal Studies,Special Education

A secondary analysis of the National Longitudinal Transition Study-2 examined the relationship between demographic, disability-related, secondary school preparation, and transition planning variables and receipt of accommodations and other disability-specific services at the postsecondary level for 2,470 postsecondary students with disabilities. The results indicated that secondary students who received transition planning education were more likely to receive accommodations and other disability-specific services in 2-year colleges and that those who had a transition plan that specified postsecondary accommodations and supports as a needed post--high school service were more likely to receive those types of services in 2-year colleges and in career and technical education schools. These findings suggest that secondary schools can influence the likelihood that students will seek out and receive postsecondary accommodations and other disability-specific services. (Contains 1 table.) [This article was published in &quot;Remedial and Special Education,&quot; v36 n4 p208-219 2015 (EJ1066946).]
Reported Accommodations and Supports Provided to Secondary and Postsecondary Students with Disabilities: National Perspective
Author: Newman, Lynn A.
Date: 2015-00-00
Type: Reports - Research
Subjects: Secondary School Students,College Students,Academic Accommodations (Disabilities),Related Services (Special Education),Longitudinal Studies,Self Disclosure (Individuals),Incidence,Legal Responsibility,College Bound Students,Demography,Special Needs Students,Student Surveys,Student Attitudes,Disabilities,Transitional Programs,Special Education

There is a dearth of information on specific accommodations used by students with disabilities at the secondary and postsecondary levels. Using data from the National Longitudinal Transition Study-2, researchers examined a nationally-representative cohort of 3,190 students with disabilities who reported that they had ever enrolled in a postsecondary program since leaving high school. Analysis of differences in rates of self-disclosure indicated that only 35% of youth with disabilities informed their college of their disability. Whereas 98% received disability-based accommodations at the secondary level, only 24% did so at the postsecondary level. Likewise, 59% received at least one modification at the secondary level, but only 4% did in college. Implications for practice and future research are discussed. These data have important implications for those assisting students with disabilities in the transition to postsecondary education. High school transition-planning teams, including students and students, need to be aware that students will be required to self-disclose their disability to the proper postsecondary contact to receive accommodations and services. In addition, secondary planning teams and parents must understand that although accommodations and modifications are available, their use is far more limited at the college level. Thus, the use of accommodations and modifications at the secondary level should be carefully examined and the student should be involved in discussions related to why each is needed, how it is used, and what benefits it provides. At the postsecondary level, it is essential that schools be aware of the almost two thirds of students with disabilities on their campuses who have chosen not to disclose their disability. It highlights the importance of colleges considering universal design principals in developing curriculum. (Contains 1 table.) [This paper was published in &quot;Career Development and Transition for Exceptional Individuals,&quot; v38 n3 p173-181 2015 (EJ1079059).]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Nebraska. Highlights
Author: Austin, Lea J. E.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Teacher Education Programs,Teacher Competencies,Alignment (Education),Student Teaching,Teacher Educators,Teacher Surveys,Administrator Surveys,Academic Degrees,Educational Change,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,Kindergarten,Preschool Teachers,Transitional Programs

Today, the importance of early care and education (ECE) to children's lifelong learning and to our nation's economic well being is recognized up to the highest levels of government, and in businesses, schools, and living rooms across the country. This understanding represents a dramatic shift from earlier decades, and carries with it heightened expectations for what teachers of young children should know and be able to do, in light of mounting evidence about inadequate and unequal educational quality, particularly for children of color and those living in low-income families. In recent years, Nebraska, like many states, has committed public and private resources toward multiple efforts to improve educational services and to ensure that teacher education degree and certification programs can better prepare their graduates to meet the complex needs of young children of all ages. There still remains a demand for more than 7,000 new early childhood professionals to provide quality care and education to Nebraska's most at-risk children. This report highlights findings from the &quot;Early Childhood Higher Education Inventory&quot;, and the extent to which Nebraska ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. [This report was commissioned by the Buffett Early Childhood Institute at the University of Nebraska. For &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Nebraska, 2015,&quot; see ED574308. For &quot;The State of Early Childhood Higher Education in Nebraska. Technical Report,&quot; see ED574311.]
The State of Early Childhood Higher Education in Nebraska. Technical Report
Author: Sakai, Laura
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Teacher Education Programs,Teacher Competencies,Alignment (Education),Student Teaching,Teacher Educators,Teacher Surveys,Administrator Surveys,Academic Degrees,Educational Change,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,Kindergarten,Preschool Teachers,Transitional Programs

Teacher preparation in the field of early childhood education (ECE) has historically included a variety of higher education degree programs, in various child-related disciplines, all of which have generally been considered equally acceptable. And too often, these highly diverse degree programs are assumed to produce equivalent results (Maxwell, Lim, &amp; Early, 2006; Whitebook et al., 2012). In contrast, programs to prepare teachers and administrators to work with older children reflect far greater uniformity and stringency related to specific preparation standards and certification requirements. In recent years, however, rising expectations about the knowledge and skills that early childhood practitioners need in order to work effectively with young children before kindergarten, along with the introduction of new ECE programs and standards, have led many to question whether the current wide array of ECE-related degree programs can be assumed to produce equivalent results. In Nebraska, teacher certification has included early education from infancy through early elementary for more than a decade. Yet, there remains great variability in what constitutes an appropriate course of study and certification for teachers and administrators working with young children, across multiple settings. To address this issue, the &quot;Early Childhood Higher Education Inventory&quot; (Kipnis, Ryan, Austin, Whitebook &amp; Sakai, 2012) was designed to gain a clearer picture of the early childhood-related offerings in a given state's higher education system. The Inventory describes early childhood degree programs offered in the state, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics. The Inventory was implemented in Nebraska during the 2014-2015 academic year. This Technical Report presents detailed findings collected by implementing the Inventory's mapping, program, and faculty modules (Kipnis et al., 2012). Additional tables are appended. [This report was commissioned by the Buffett Early Childhood Institute at the University of Nebraska. For &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Nebraska, 2015,&quot; see ED574308. For &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Nebraska. Highlights,&quot; see ED574310.]
Is Reading Contagious? Examining Parents' and Children's Reading Attitudes and Behaviors. Policy Brief No. 9
Author: Stephens, Maria
Date: 2015-12-00
Type: Reports - Research
Subjects: Parent Student Relationship,Reading Attitudes,Student Attitudes,Parent Attitudes,Reading Skills,Reading Interests,Reading Motivation,Reading Habits,Literature Appreciation,Achievement Tests,Foreign Countries,Grade 4,Reading Achievement,International Assessment,Reading Tests,Child Behavior,Gender Differences,Educational Attainment,Parent Background

When children have positive reading attitudes and behaviors, they generally also demonstrate strong reading skills. Strong reading skills enable children to access and learn content in a variety of subjects and reap a host of other academic and nonacademic benefits. Thus, it is of fundamental importance to ensure that children are motivated to read from an early age. One especially strong influence in children's lives is their parents. This brief examines whether parents' reading attitudes and behaviors are shared by their children. It looks specifically at the extent to which children enjoy reading and read frequently for fun when their parents also do so and whether it is more common for some children (boys or girls, or children with more or less educated parents) to share their parents' positive attitudes and behaviors. Though it cannot be said with certainty if or how parents pass their positive reading attitudes and behaviors on to their children, results do lend some credence to the idea that the &quot;reading bug&quot; might be contagious. Drawing on data on 4th-grade students from the 2011 Progress in International Reading Literacy Study (PIRLS), this brief can inform policy efforts to promote positive reading attitudes and behaviors in children.
Quality in Early Years Settings and Children&apos;s School Achievement. CEP Discussion Paper No. 1468
Author: Blanden, Jo
Date: 2017-02-00
Type: Reports - Research
Subjects: Foreign Countries,Child Care,Educational Quality,Quality Control,Preschool Children,National Standards,Standardized Tests,Teacher Qualifications,Correlation,Elementary School Students,Early Childhood Education,Preschool Education,Access to Education,Databases,Student Records,Kindergarten,Classification

Childcare quality is often thought to be important for influencing children's subsequent attainment at school. The English Government regulates the quality of early education by setting minimum levels of qualifications for workers and grading settings based on a national Inspectorate (OfSTED). This paper uses administrative data on over two million children to relate performance on national teacher assessments at ages 5 and 7 to the quality characteristics of the nursery they attended before starting school. Results show that staff qualifications and childcare quality ratings have a weak association with teacher assessments at school, based on comparing children who attended different nurseries but attended the same primary school. Our results suggest that although children's outcomes are related to the nursery they attend, which nurseries are good cannot be predicted by staff qualifications and OfSTED ratings; the measures of quality that Government has focused on. Supplementary tables are appended. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
Exploring Cross-National Changes in Instructional Practices: Evidence from Four Cycles of TIMSS. Policy Brief No. 13
Author: Rožman, Mojca
Date: 2017-02-00
Type: Reports - Research
Subjects: Comparative Analysis,Comparative Education,Educational Change,Educational Practices,Evidence,International Assessment,Teaching Methods,Educational Trends,Educational Indicators,Problem Solving,Computer Literacy,Teacher Surveys,Likert Scales,Mathematics Education,Elementary Secondary Education,Achievement Tests,Mathematics Achievement,Science Achievement,Foreign Countries,Mathematics Tests,Science Tests

The International Association for the Evaluation of Educational Achievement's (IEA's) Trends in International Mathematics and Science Study (TIMSS) can reveal a great deal about national teaching cultures and policies. Changes in instructional practices over more than a decade may be studied from a cross-cultural perspective. Using teacher and student reports on the frequency of seven distinct practices, as assessed by TIMSS in 1995, 1999, 2003 and 2007, it is possible to identify a number of significant changes between adjacent time points for individual countries. Teaching practices seem to be shaped by national educational cultures or policies. While this brief does not identify the causes or effects of these changes, there is mixed evidence for global &quot;mega-trends&quot; in education, as discussed by researchers and policymakers. Constructivist pedagogy (working in groups, applying mathematical content to daily life) was boosted on a large scale during the mid-2000s. However, there is only limited support for a rise in assessment-based instruction and a shift from computational practice to problem-solving in mathematics. TIMSS evidence suggests a quest for systematic development of teaching practices, classroom cultures, and teacher quality at the national level.
Advanced Academic Performance: Exploring Country-Level Differences in the Pursuit of Educational Excellence. Policy Brief No. 7
Author: Plucker, Jonathan A.
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Comparative Analysis,Comparative Education,Trend Analysis,International Assessment,Achievement Gap,Achievement Gains,Educational Quality,Educational Policy,Cohort Analysis,Grade 4,Grade 8,Mathematics Achievement,Science Achievement,Elementary Secondary Education,Foreign Countries,Achievement Tests,Science Tests,Mathematics Tests

Every country strives for its students to have advanced achievement in some way, shape, or form. But too often, competence is a higher policy priority than excellence, and shrinking minimum competency gaps is a higher priority than closing excellence gaps. In this brief, educational excellence is defined as the percent of students who meet or exceed the advanced benchmark on the Trends in International Mathematics and Science Study (TIMSS). The brief draws from multiple years of TIMSS data to examine country-level differences in excellence, including disparities in advanced achievement within countries among subgroups of students (also known as excellence gaps). The brief concludes with policy implications and recommendations for further research.