ethanporcaro/eric-fulltext-meta huggingface dataset:
Returns to Teacher Experience: Student Achievement and Motivation in Middle School
Author: Ladd, Helen F.
Date: 2017-00-00
Type: Reports - Research
Subjects: Middle School Students,Outcomes of Education,Teaching Experience,Scores,Longitudinal Studies,Teacher Effectiveness,Correlation,Middle School Teachers,Attendance,Faculty Development,Mathematics Achievement,Language Arts,English,Teacher Characteristics,Academic Achievement,Learning Motivation

We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers' years of experience. The paper contributes to the literature by focusing on middle school teachers and by extending the analysis to student outcomes beyond test scores. Once we control statistically for the quality of individual teachers by the use of teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral effects emerging for reductions in student absenteeism. Moreover these returns extend well beyond the first few years of teaching. The paper contributes to policy debates by documenting that teachers can and do continue to learn on the job. [This paper was published in &quot;Education Finance and Policy&quot; v12 n2 p241-279 2017 (EJ1137958).]
European Augmented Reality Training Needs
Author: Richterek, Lukáš
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Educational Needs,Training,Computer Simulation,Entrepreneurship,Foreign Countries,Competence,Technological Literacy,Skill Development

The report of AROMA project (AROMA project consortium, 2018) summarizes a detailed study performed within project partner countries (Belgium, Czech Republic, Greece, Malta, Romania, Spain and Sweden) aimed at identifying the training needs connected with augmented reality technology (AR) and entrepreneurial skills and mapping an awareness about the AR technology. For the project, the research also serves as a first step to identify gaps that need to be addressed to offer a holistic syllabus integrating AR with selected skills and competencies. [For the full proceedings, see ED619611.]
Assessment in Cadets&apos; Technology Course
Author: Rissanen, Antti
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Tests,Technology Education,Teaching Methods,Armed Forces,Military Schools,Foreign Countries,National Security,Test Format,Difficulty Level,Universities,Student Evaluation of Teacher Performance,College Faculty,Undergraduate Students,Educational Objectives,Science Education,Prior Learning

In many technology related courses in addition to the new content, previously learned knowledge about science and science related supportive tools are simultaneously studied. In the field of applied sciences, the aim is to apply technology applications derived from these scientific methods and models to the operating environment. From the point of view technical disciplines in cadets' education are important but narrow in scope, so there is a need to look for solutions that meet the educational goals of the local community. In this research, it is considered to build a broader assessment, to support learning to be motivating, and also to guide teachers at their work. This empirical research consists of findings from three successive courses in the sensor technology education for cadets. Examination structure is analyzed according to the test scoring and student success. As a conclusion, a course of specific mix of quiz can be recommended. Moreover, the principles of the presented form-based test are transferable to electronic assessment environments. [For the full proceedings, see ED619611.]
Measuring Knowledge Growth for Individual Bachelor Students at Science Courses of University of Latvia
Author: Cinite, Ilva
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Processes,Undergraduate Students,Physics,Science Instruction,Foreign Countries,Scientific Concepts,Concept Formation,Science Tests,Introductory Courses,Outcomes of Education,College Science

The purpose of this study is to measure the development of students' conceptual understanding of basic physics concepts at introductory physics courses at the University of Latvia. The authors of the research have translated, tested and verified the Force Concept Inventory and other Concept Inventories in the context of Latvian education system. The results demonstrated a low improvement of physics understanding using present lecturing approach, which suggests the need for an active learning environment and student-centred learning approach in physics courses at University of Latvia. Due to the very small number of physics graduates from physics faculties in Latvia and especially small number of physics teachers, it becomes increasingly important that these students acquire good conceptual understanding of physics. [For the full proceedings, see ED619611.]
Early Lessons Learned in Designing an Adaptive Shared Reading Intervention for Preschoolers with Autism
Author: Fleury, Veronica P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Students with Disabilities,Reading Strategies,Preschool Children,Program Effectiveness,Program Implementation,Preschool Education,Preschool Teachers,Teacher Attitudes,Intervention,Fidelity,Vocabulary Development,Student Participation,Reading Instruction,Student Needs,Response to Intervention,Positive Behavior Supports,Emergent Literacy,Learner Engagement

Project START (Students and Teachers Actively Reading Together) is an adaptive shared reading intervention designed to address the varied learning needs of preschool children with autism spectrum disorder (ASD). This report summarizes procedures and results of the developmental year of the project, which focused primarily on evaluating implementation fidelity and social validity of the intervention. The final sample consisted of four classrooms with 10 students with ASD (M[subscript age]= 4.32 years) and their teachers (N = 4). Classrooms were randomized to either a 4- or an 8-week first-stage small-group dialogic reading condition. Children who were early responders continued with the initial intervention; those who were slower to respond were randomized to one of two intensified reading conditions. Results indicate that teachers perceived the intervention as feasible and child outcomes as acceptable. Implementation fidelity was low during initial weeks (33%-50%), improving to 67% to 83% by the last weeks of the study. Neither children's engagement nor vocabulary growth differed between treatment levels or conditions. We discuss lessons learned from the study's developmental year and changes that will be made in subsequent years to improve implementation and feasibility. [This article was published in &quot;Exceptional Children&quot; (EJ1320422).]
Building Comprehension Skills of Young Children with Autism One Storybook at a Time
Author: Fleury, Veronica P.
Date: 2021-01-00
Type: Journal Articles
Subjects: Autism,Evidence Based Practice,Attention,Language Skills,Inferences,Reading Comprehension,Pervasive Developmental Disorders,Teaching Methods,Reading Skills,Young Children,Story Reading,Vocabulary Development,Interpersonal Communication,Reading Strategies,Decoding (Reading),Language Acquisition

Purpose: Reading involves the ability to decode and draw meaning from printed text. Reading skill profiles vary widely among learners with autism spectrum disorder (ASD). One fairly common pattern is relative strength in decoding combined with weak comprehension skills--indicators of this profile emerge as early as the preschool years. In order for children with ASD to develop a facility with language that prepares them for reading success, practitioners must intentionally create and provide appropriate instruction practices. Method: In this tutorial, we describe ways in which practitioners can support language development and comprehension skills for children with ASD within the context of shared reading activities. We begin by providing known information about the reading performance of children with ASD using the Simple View of Reading as our guiding conceptual framework. Next, we present a number of practical, evidence-based strategies that educators can implement within the context of shared book reading activities. Case studies are embedded throughout the tutorial to demonstrate how practitioners may apply these strategies in their instructional settings. Conclusions: Shared book reading interventions are a well-studied, developmentally appropriate approach for bringing about change in language and literacy in early childhood. The success of shared reading depends upon rich communication and interaction between the adult reader and the child. Many children with ASD will require strategies to support social communication and emergent literacy skill development (e.g., vocabulary knowledge, language comprehension) that are specifically linked to future reading comprehension. [This article was published in &quot;Language, Speech, and Hearing Services in Schools&quot; (EJ1283461).]
Mediating Effects of Protective Factors on COVID-19 Anxiety and Academic Performance of K to 12 Filipino Learners: A PLS-SEM Analysis with WarpPLS
Author: Caratiquit, Kevin D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,COVID-19,Pandemics,Anxiety,Academic Achievement,Elementary School Students,Secondary School Students,Foreign Countries,Structural Equation Models,Metacognition,Prevention,Student Behavior

Purpose: This study investigates the interrelationship among COVID-19 anxiety, mindfulness, COVID-19 information avoidance, preventive behavior, and academic performance. Research methodology: The study assessed protective factors as mediators of COVID-19 anxiety and academic performance using WarpPLS. The study participants were K-12 Filipino students from a secondary school in Cagayan, Philippines, identified through convenience sampling. Results: COVID-19 anxiety, mindfulness, information avoidance, and preventive behavior were found to be negatively correlated. Preventive behavior is associated with improved academic performance. Conversely, there was a negative correlation between mindfulness, COVID-19 information avoidance, and academic performance. The association between COVID-19 anxiety and academic achievement is only mediated by mindfulness and preventive behavior. Limitations: Preventive factors that may affect COVID-19 anxiety and academic achievement are only considered. Also, the participants are limited to a secondary school in Cagayan, Philippines. Contribution: With the pandemic having a substantial influence on the municipality, the study would be helpful to manage and control the effect of the outbreak on the academic performance of the learners.
Rethinking Adult Education in Turkey: The Proposal of AEP Model
Author: Dilbaz, Engin
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Education,Foreign Countries,Educational Policy,Educational Strategies,Administrative Organization,Program Implementation,Qualifications,Human Capital,Sustainable Development,Institutional Autonomy,Teaching Methods,21st Century Skills,Models,Futures (of Society)

In this study, it is aimed to examine adult education policies in Turkey based on the views of managers, teachers, qualified instructors and trainees and to present a conceptual model for a future-based adult education system. The study is a case study and has the single nested case study design. Adult education policies in Turkey, which is the single case of the study; is considered in the dimensions of policy and strategy, organizational structure and implementation. By using semi-structured interview technique in the study, data on the features of a future-based adult education system were collected from a total of 32 managers, teachers, qualified instructors and trainees who played a role in the adult education system in Turkey and were selected through stratified purposeful sampling. Content analysis, one of the qualitative data analysis methods, was used for the analysis of the data. In consequence of the study, certain findings related to the basic features of a future-based adult education system have been reached particularly in the dimensions of policy and strategy, organizational structure and implementation, educational qualifications, human capital education and sustainable development, organizational autonomy, access and participation, teaching methods and techniques and content. As a result of the study, it is suggested for the implementers that a restructuring process should be initiated towards a productive, employable, self-sufficient and sustainable economic structure in adult education. As for the researchers, quantitative and qualitative studies are also recommended in the dimensions of human capital education, sustainable development, global change and developments, and 21st century skills.
The Prospect and Introspection of Technology Educational Innovation
Author: Shi, Zhixing
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Educational Innovation,Online Courses,Technology Uses in Education,Computer Simulation,Educational Experience,Teacher Student Relationship,Electronic Libraries,Artificial Intelligence,Handheld Devices

The development and popularization of online classroom is an inevitable trend given the tremendous progress of science and technology and the advent of 5G information era. In this special period, if possible, most of the offline classes are converted to online classes, using tablets or computers for online classes. Online classes are divided into video class and live class, which provides convenience and security. However, online classroom is limited by factors, such as low efficiency and the fact that teachers can't supervise students' actual situation. Thus, the gradual popularization of virtual reality (VR) classroom has slowly improved the immersive classroom experience of students and teachers. This paper attempts to analyze the problems existing in students' online classroom learning in the special period, and whether the interaction between teachers and students can improve the classroom efficiency. VR classroom provides more benefits, and at the same time, this new teaching mode comes with improved basic equipment required by VR classroom. Traditionally, library is the obvious choice for students to look for additional information and references, which is however not a convenient option at present. The emergence of mobile online library has undoubtedly made learning easier. The research may help to study the influence of the development of science and technology on the real education mode.
The Growing Segmentation of the Charter School Sector in North Carolina
Author: Ladd, Helen F.
Date: 2017-00-00
Type: Reports - Research
Subjects: Charter Schools,Racial Composition,Scores,Tests,School Effectiveness,White Students,Minority Group Students,Educational History,Traditional Schools,Racial Bias

A defining characteristic of charter schools is that they introduce a strong market element into public education. In this paper, we examine the evolution of the charter school sector in North Carolina between 1999 and 2012 through the lens of a market model. We examine trends in the mix of students enrolled in charter schools, the racial imbalance of charter schools, patterns in student match quality by schools' racial composition, and the distribution of test score performance gains compared to those in traditional public schools. In addition, we use student fixed effects models to examine plausibly causal measures of charter school effectiveness. Our findings indicate that charter schools in North Carolina are increasingly serving the interests of relatively able white students in racially imbalanced schools and that despite improvements in the charter school sector over time, charters schools are still no more effective on average than traditional public schools. [This paper was published in &quot;Education Finance and Policy&quot; v12 n4 p536-563 2017 (EJ1156416).]
MacPhail Online School Partnerships: 2018-19 Evaluation Results
Author: Connell, Emma
Date: 2019-10-00
Type: Reports - Research
Subjects: Partnerships in Education,Music Education,Online Courses,Access to Education,Musicians,Educational Technology,Program Effectiveness,Student Motivation,Student Attitudes,Learner Engagement,Teacher Education Programs,Teacher Competencies,Job Satisfaction,Student Satisfaction,Music Techniques,Skill Development,Musical Instruments,Music Reading,Music Teachers

The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in Greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. The MacPhail Teaching Artists work collaboratively with school music educators to develop curriculum, implement the Online School Partnerships program, and work with students individually, in sectionals, or in large group settings on their music lessons via the internet. Teaching Artists teach classes at the partner schools remotely and in real time through teleconferencing technology. Wilder Research worked with the Online School Partnerships program to develop an evaluation to answer the following questions about the program: (1) How well is the Online School Partnerships program being implemented? What are aspects of the program, if any, that need to be adjusted over time? (2) How well does the collaboration between MacPhail and the schools function, and how can it be strengthened? (3) To what extent does student participation in the Online School Partnerships program affect their interest, motivation, knowledge, and skills in music? (4) To what extent does student participation in the Online School Partnerships program affect their attitudes about school (school motivation and engagement) and student non-academic skills? and (5) To what extent does music educator participation in the Online School Partnerships program affect their growth as an educator, job satisfaction, and ability to handle many aspects of their work assignment? This annual report describes the findings from a spring 2019 Teaching Artist survey; seventh- through twelfth-grade student survey; and music skills assessments. [For the 2017-18 report, see ED619860.]
MacPhail Online School Partnership: 2017-18 Evaluation Results
Author: Connell, Emma
Date: 2018-09-00
Type: Reports - Research
Subjects: Music Education,Musicians,Cooperative Planning,Online Courses,Partnerships in Education,Educational Technology,Technology Uses in Education,Teleconferencing,Program Implementation,Program Effectiveness,Student Interests,Student Motivation,Knowledge Level,Skill Development,Student Attitudes,Learner Engagement,Music Teachers,Teacher Attitudes,Job Satisfaction,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Rural Schools,Access to Education,Secondary Education,Low Income Students,Interpersonal Relationship

The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in Greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. The MacPhail Teaching Artists work collaboratively with school music educators to develop curriculum, implement the Online School Partnerships program, and work with students individually, in sectionals, or in large group settings on their music lessons via the internet. Teaching Artists teach classes at the partner schools remotely and in real time through teleconferencing technology. Wilder Research worked with the Online School Partnerships program to develop an evaluation to answer the following questions about the program: (1) How well is the Online School Partnerships program being implemented? What are aspects of the program, if any, that need to be adjusted over time? (2) How well does the collaboration between MacPhail and the schools function, and how can it be strengthened? (3) To what extent does student participation in the Online School Partnerships program affect their interest, motivation, knowledge, and skills in music? (4) To what extent does student participation in the Online School Partnerships program affect their attitudes about school (school motivation and engagement) and student non-academic skills? and (5) To what extent does music educator participation in the Online School Partnerships program affect their growth as an educator, job satisfaction, and ability to handle many aspects of their work assignment? This annual report describes the findings from a spring 2018 Teaching Artist survey; interviews with school music educators; sixth- through twelfth-grade student survey; and music skills assessments.
2017-18 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version
Author: Finnan, Leslie A.
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Superintendents,Salaries,Fringe Benefits,Administrator Surveys,Demography,Gender Differences,School Districts,Racial Differences,Cultural Differences,Enrollment,Administrator Evaluation,Retirement Benefits,High Schools,Middle Schools,Elementary Schools,Contracts,Personnel Selection,Health Insurance,Leaves of Absence,Performance Based Assessment,Lawyers,Negotiation Agreements,Professional Associations

The 2017-18 AASA Superintendent Salary &amp; Benefits Study marks the sixth edition of this study, employing a revised survey instrument. This survey tracks the demographics, salary, benefits, and other elements of the employment contracts of school superintendents throughout the country. This year's study is based on 1,172 responses (approximately a 14 percent response rate). The survey was distributed online and relied on superintendents responding to 50 items with the understanding that the report of findings would contain no personally identifiable information. Consequently, data must be considered descriptive and not necessarily representative of all superintendents. However, the report is rich with information and serves as a useful snapshot of the salary and benefits of superintendents for the 2017-18 school year. [For the 2016 report, see &quot;2016 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version&quot; (ED580906).]
ESSA Plans: Exit Criteria for CSI and TSI Schools and State Rigorous Interventions Resource
Author: Region 9 Comprehensive Center (R9CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Planning,Educational Improvement,Intervention,Criteria,Statewide Planning,Accountability,Eligibility,Schools

After a review of AIR's policy review of fall 2017 Every Student Succeeds Act (ESSA) plan submissions, and then a scan of the most current ESSA plans for each state, this table serves as a reference with most up-to-date information on each state's exit criteria for those schools requiring support. While CSI exit criteria is provided for all states, the TSI/ATSI category is used differently across the country. This table provides TSI exit criteria where provided, and when TSI exit criteria isn't available, ATSI exit criteria is added. In addition, the table provides direction on how to review the &quot;rigorous interventions&quot; required by each state for schools that do not meet the outlined exit criteria.