ethanporcaro/eric-fulltext-meta huggingface dataset:
Beach Books: 2017-2018. What Do Colleges and Universities Want Students to Read outside Class?
Author: Randall, David
Date: 2018-09-00
Type: Reports - Research
Subjects: College Students,Recreational Reading,Reading Programs,Books,Reading Assignments,Institutional Characteristics,Educational Objectives,Literary Genres,Program Administration,Reading Material Selection,College Faculty

The National Association of Scholars (NAS) has analyzed college common readings since 2010. Common reading selections partly reflect the constraints on their selection committees. Each year colleges admit large number of students who have not yet read a college-level book and some of whom have never read a full-length adult book at all. Faculty and staff members on selection committees all over the country have reported this problem. Another constraint is that common reading programs largely leave students the voluntary choice of whether to read the common readings, and there is no academic requirement to motivate students to read the assigned book. College common reading committees overwhelmingly prefer to select their readings from a narrow subsection of books: politically progressive, designed to promote activism, confined to American authors, literarily mediocre, juvenile, recently published, and mostly nonfiction. Non-academic mission statements steer selection committees away from intellectually challenging books toward books that promote progressive belief and/or activism; the selection committees are usually run or dominated by activist &quot;co-curricular&quot; administrators rather than professors; and common reading programs are frequently integrated with programs of servicelearning and civic engagement, which are designed to promote student activism rather than to educate students to think. &quot;Beach Books 2017-2018&quot; collects intensive data on 498 college common reading selections in 2017-2018 at 481 institutions, but it also surveys eleven years of college common reading programs, between 2007-2008 and 2017-2018. The report presents this data in part to the American public as a whole, to support its efforts to reform college common reading programs. &quot;Beach Books 2017-2018&quot; is organized into the following sections: (1) an introductory essay summarizing the report's conclusions; (2) an analysis of the 2017-2018 selections, including explorations of the implications of the #MeToo movement for common reading selections; (3) an analysis of the eleven years of selections between 2007/2008 and 2017/2018; (4) recommendations for how to reform college common reading programs; and (5) appendices with our full data, including an expanded list of 140 books the NAS recommends for colleges and universities with common reading programs. [For the previous edition, &quot;Beach Books: 2016-2017. What Do Colleges and Universities Want Students to Read outside Class?,&quot; see ED580915.]
Striving Readers: Impact Study and Project Evaluation Report--Wisconsin Department of Public Instruction (with Milwaukee Public Schools)
Author: Swanlund, Andrew
Date: 2012-01-00
Type: Tests/Questionnaires
Subjects: Reading Difficulties,Program Effectiveness,Intervention,Reading Achievement,Fidelity,Faculty Development,Program Implementation,Reading Instruction,Grade 6,Grade 7,Grade 8,Grade 9,Achievement Tests,Reading Teachers,Learning Strategies,Middle School Students,High School Students,Grade 10

American Institutes for Research (AIR) conducted an evaluation of the effect on struggling readers of implementing the READ 180 reading intervention in five participating schools in Milwaukee Public Schools (MPS) under a Striving Readers grant from the U.S. Department of Education. The evaluation used an experimental design in order to produce a rigorous estimate of the impact of the READ 180 intervention on measures of reading achievement for struggling students. The evaluation also explored implementation fidelity and the contexts and conditions of implementation that may extend or limit the intervention's effects. To measure program impact on students' academic performance in reading, AIR analyzed student achievement data collected from the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) benchmark assessment. AIR also administered a student survey to assess the impact on student engagement and self-efficacy for reading. This report asked the following research questions: (1) Does the READ 180 reading intervention improve students' academic performance in reading?; (2) With what fidelity did the program implement the professional development model and what factors mediated the level of implementation?; and (3) With what fidelity did classroom intervention teachers implement READ 180 and what factors mediated the level of implementation?
Professional Learning Community: Improving Mathematical Problem Solving for Students in Grades 4 through 8. Facilitator&apos;s Guide. REL 2019-002
Author: Schumacher, Robin
Date: 2019-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Instruction,Problem Solving,Communities of Practice,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Teaching Methods,Evidence Based Practice,Learning Strategies,Mathematical Concepts,Concept Formation,Faculty Development,Mathematics Skills

REL Southeast developed this facilitator's guide on the topic of mathematical problem solving for use in professional learning community (PLC) settings. The facilitator's guide is a set of professional development materials designed to supplement the What Works Clearinghouse practice guide, Improving Mathematical Problem Solving in Grades 4 Through 8 (Woodward et al., 2012). The practice guide provides research-based recommendations for teachers to incorporate into their classroom practice. The facilitator's guide is designed to complement and extend the practice guide by providing teachers in a PLC setting with additional, step-by-step guidance for the best ways to implement some of these evidence-based recommendations.The facilitator's guide focuses on three of the five recommendations from the mathematics problem solving practice guide to ensure in-depth coverage of the topics and to provide ample practice opportunities and time for reflection. The three practice guide recommendations on which the facilitator's guide is based are: teach students how to use visual representations (Recommendation 3), expose students to multiple problem-solving strategies (Recommendation 4), and help students recognize and articulate mathematical concepts and notation (Recommendation 5). REL Southeast chose these three recommendations because they are interrelated and include critical content to address the two high-leverage regional needs communicated by the Improving Mathematics Instruction Research Alliance which include improving classroom discourse in mathematics and enhancing students' mathematical problem-solving skills. [This report was prepared with assistance from John Woodward. For the companion piece, &quot;Professional Learning Community: Improving Mathematical Problem Solving for Students in Grades 4 through 8. Participant's Activities,&quot; see ED595203.]
Technology Outlook: Iberoamerican Tertiary Education 2012-2017. An NMC and UOC Horizon Report Regional Analysis
Author: Durall, E.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Technology Uses in Education,Technological Advancement,Educational Technology,Educational Trends,Computer Oriented Programs,Information Storage,Learning Analytics,Online Courses,Cooperative Learning,Educational Games,Handheld Devices,Geographic Information Systems,Computer Simulation,Semantics,Internet

This report reflects a multi-year collaborative effort between the New Media Consortium (NMC) and the eLearn Center of the Universitat Oberta de Catalunya to help inform Iberoamerican educational leaders about significant developments in technologies supporting teaching, learning, and research in tertiary education. The report was produced to explore emerging technologies and forecast their potential impact expressly in an Iberoamerican context. The study ran from February through April 2012, based on the work of a group of 45 carefully selected experts. Discussion of emerging technologies focused on the consideration of relevant articles, news, blog posts, research reports, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends and challenges for tertiary education in Iberoamerica over the next five years. The 12 &quot;technologies to watch&quot; presented in the body of this report uniquely reflect the state of tertiary education in Iberoamerica. However, they also overlap in interesting ways with the globally focused &quot;NMC Horizon Report &gt; 2012 Higher Education Edition&quot; (ED532397). The advisory boards of these two projects -- a group of 92 acknowledged experts -- agree that mobile apps are likely to appear in mainstream use in educational settings in the coming year. For the first time, both boards also identified cloud computing as a technology set for imminent application, as well as agreeing that learning analytics and game-based learning would see mainstream adoption within two to three years, reflecting a worldwide consensus among experts regarding the utility of all three technologies. The Iberoamerican experts also highlighted geolocation and personal learning environments as technologies ready for adoption in the next two or three years. Massively open online courses (MOOCs) are a new consideration this year. [This report was co-produced by Universitat Oberta de Catalunya.]
Professional Learning Community: Improving Mathematical Problem Solving for Students in Grades 4 through 8. Participant&apos;s Activities
Author: Regional Educational Laboratory Southeast (ED)
Date: 2019-00-00
Type: Guides - Classroom - Learner
Subjects: Mathematics Instruction,Problem Solving,Communities of Practice,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Teaching Methods,Learning Strategies,Mathematical Concepts,Concept Formation,Faculty Development,Mathematics Skills

This is a companion piece to &quot;Professional Learning Community: Improving Mathematical Problem Solving for Students in Grades 4 through 8. Facilitator's Guide. REL 2019-002&quot; (ED595201). It contains handouts to accompany each of the sessions included in the facilitator's guide.
Setting a Good Example? Examining Sibling Spillovers in Educational Achievement Using a Regression Discontinuity Design. Working Paper No. 217-0219-1
Author: Karbownik, Krzysztof
Date: 2019-02-00
Type: Reports - Research
Subjects: Human Capital,Siblings,School Districts,Socioeconomic Status,Economically Disadvantaged,Birth Order,School Entrance Age,Family Income,Socioeconomic Influences,School Policy,Age Differences,Reading Achievement,Mathematics Achievement,Student Characteristics,Racial Differences,Ethnicity,Gender Differences

We identify externalities in human capital production function arising from sibling spillovers. Using regression discontinuity design generated by school-entry cutoffs and school records from one district in Florida, we find positive spillover effects from an older to a younger child in less affluent families and negative spillover effects from a younger to an older child in more affluent families. These results are consistent with direct spillovers dominating in economically disadvantaged families and with parental reinforcement in more affluent families.
The Effects of Differential Pay on Teacher Recruitment and Retention. Working Paper No. 219-0519
Author: Bueno, Carycruz
Date: 2019-05-00
Type: Reports - Research
Subjects: Teacher Salaries,Teacher Recruitment,Teacher Persistence,Teacher Shortage,State Programs,Mathematics Teachers,Science Teachers,Merit Pay,Probability,Secondary School Teachers,Majors (Students),Elementary Secondary Education,State Legislation,Public School Teachers

Traditionally, teacher salaries have been determined solely by experience and educational attainment. This has led to chronic shortages of teachers in particular subject areas, such as math, science and special education. We study the first long-running statewide program to differentiate teacher pay based on subject area, Georgia's bonus system for math and science teachers. Using a difference-in-differences strategy, we find the bonuses reduce teacher attrition by 18 to 28 percent. However, we find no evidence the program increases the probability that education majors become secondary math or science teachers upon graduation or alters specific major choices within the education field.
Taking Their First Steps: The Distribution of New Teachers into School and Classroom Contexts and Implications for Teacher Effectiveness and Growth. Working Paper No. 212-0119-1
Author: Bruno, Paul
Date: 2019-01-00
Type: Reports - Research
Subjects: Beginning Teachers,Teacher Distribution,Teacher Effectiveness,Teaching Load,Teacher Qualifications,School Culture,Teacher Characteristics,Institutional Characteristics,Urban Schools,Teacher Placement,Experienced Teachers,Value Added Models,Teacher Evaluation,Teacher Attendance,Faculty Mobility,Elementary School Teachers,Secondary School Teachers,Special Education Teachers

Novice teachers' professional contexts may have important implications for their effectiveness, development, and retention. However, descriptions of these contexts suffer from data limitations, resulting in unidimensional or vague characterizations. Using 10 years of administrative data from the Los Angeles Unified School District, we describe patterns of new teacher sorting using 27 context measures organized along three distinct dimensions -- intensity of instructional responsibilities, homophily, and colleague qualifications -- and use school-level survey data to measure a fourth dimension (professional culture). Relative to more experienced teachers, novice teachers have placements that are more challenging along the first three dimensions, and composite measures are differentially predictive of teachers' outcomes. This suggests that policymakers should consider placements to better retain and develop novice teachers.
Technology Outlook: Latin American Higher Education 2013-2018. An NMC Horizon Project Regional Analysis
Author: New Media Consortium
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Technology Uses in Education,Educational Technology,Electronic Learning,Social Media,Open Educational Resources,Computer Simulation,Learning Analytics,Individualized Instruction,Internet,Artificial Intelligence,Laboratories,Cooperation,Foreign Countries

The &quot;Technology Outlook for Latin American Higher Education 2013-2018: An NMC Horizon Project Regional Analysis&quot; was released as a collaborative effort between the New Media Consortium (NMC), the Centro Superior para la Enseñanza Virtual (CSEV), and Virtual Educa. This report -- published both in Spanish and English -- will inform education leaders about significant developments in technologies supporting higher education in Latin America. Twelve emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving educators and key stakeholders a valuable guide for strategic technology planning in the Latin American higher education sector. [This report was prepared in collaboration with El Centro Superior para la Enseñanza Virtual (CSEV) and Virtual Educa.]
Technology Outlook: Community, Technical, and Junior Colleges 2013-2018. An NMC Horizon Project Sector Analysis
Author: Johnson, L.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Vocational Schools,Two Year Colleges,Educational Technology,Technology Uses in Education,Ownership,Homework,Video Technology,Online Courses,Handheld Devices,Telecommunications,Educational Games,Video Games,Data Collection,Data Analysis,Integrated Learning Systems,Information Storage,Internet,Distance Education,Laboratories,Barriers

The New Media Consortium (NMC) and the National Institute for Staff and Organizational Development (NISOD), with the generous support of Dell and Intel, have jointly released the &quot;Technology Outlook for Community, Technical, and Junior Colleges 2013-2018: An NMC Horizon Project Sector Analysis.&quot; This report applies the process developed for the NMC Horizon Project, with a focus on identifying and describing emerging technologies likely to have an impact on teaching, learning, and creative inquiry in two-year higher education institutions around the world. Twelve emerging technologies are recognized across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving campus leaders and practitioners a valuable guide for strategic technology planning. [The report is a collaboration with The National Institute for Staff and Organizational Development (NISOD).]
Diploma Options, Graduation Requirements, and Exit Exams for Youth with Disabilities: 2017 National Study. NCEO Report 409
Author: Johnson, David R.
Date: 2019-03-00
Type: Reports - Research
Subjects: Graduation Requirements,Exit Examinations,Students with Disabilities,High School Students,High Stakes Tests,Special Education

The present study was undertaken to update what is known about the status of graduation policies across the nation. It follows up on previous work, the last such study having been conducted in 2011 (Johnson, Thurlow, &amp; Schuelka, 2012). Three research questions served as the focus of this national study of high school graduation requirements and diploma options for students with and without disabilities: (1) What is the range and variation in state graduation requirements and diploma options across the United States for students with and without disabilities? (2) What are the intended and unintended consequences for students when they are required to pass exit exams to receive a high school diploma? and (3) What are the intended and unintended consequences of using single or multiple diploma options for students with disabilities? Responses were collected from states via an online survey that contained questions aligned to previous surveys. Respondents were state directors of special education or their designees in all 50 states, the District of Columbia, and two territories, the Virgin Islands and Micronesia. Results indicated some changes in graduation requirements and diploma options from the previous survey. Trends found include: (1) There is a strong increasing trend in states providing diploma options exclusively for youth with disabilities; (2) There has been a break in trend in states increasing graduation requirements; and (3) The exit exam requirement is becoming less common for students with disabilities. Recommendations based on the findings conclude the report.
Technology Outlook: Singaporean K-12 Education 2012-2017. An NMC Horizon Project Regional Analysis
Author: Johnson, L.
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary Secondary Education,Technology Uses in Education,Educational Technology,Adoption (Ideas),Cooperation,Handheld Devices,Computer Oriented Programs,Electronic Publishing,Learning Analytics,Individualized Instruction,Internet,Online Courses,Computer Interfaces,Educational Trends

This report presents the findings of a research project led by the New Media Consortium (NMC) and intended to inform educational leaders about significant developments in technologies supporting teaching, learning, and creative inquiry in Singaporean K-12 education. It was produced to explore emerging technologies and forecast their potential impact expressly in a K-12 context. In the effort that ran from August through September 2012, a carefully selected group of experts was asked to consider hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for K-12 education in Singapore over the next five years. The 12 &quot;technologies to watch&quot; presented in the body of this report reflect the experts' opinions as to which of the nearly 60 technologies considered will be most important to Singaporean K-12 education over the five years following the publication of the report. The choices of the experts overlap in interesting ways with those who contributed to the &quot;NMC Horizon Report &gt; 2012 K-12 Edition&quot; (ED593595) which looked at technology uptake from a global perspective, and the &quot;Technology Outlook for Australian Tertiary Education 2012-2017&quot; (ED532405) which examined similar uptake in an Australian context. All three of these projects' advisory boards -- a group of 112 acknowledged experts -- strongly agree that cloud computing, mobile apps, and tablet computing will likely tip into mainstream use within the next year -- a trend that spans education across much of the world. Similarly, all three saw gamification or game-based learning as an emerging approach to teaching and learning that would be making its way into schools in the mid-term horizon, along with personal learning environments. They also agreed that natural user interfaces are redefining how we think about and use our devices, with a consensus on the four-to-five year timeframe. [This report was supported by SingTel and NCS. NCS is a subsidiary of SingTel.]
Path to the Principalship and Value Added: A Cross-State Comparison of Elementary and Middle School Principals. Working Paper No. 213-0119-1
Author: Austin, Wes
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Elementary Schools,Middle Schools,Principals,Value Added Models,State Policy,Tenure,Student Characteristics,School District Size,Administrator Effectiveness,Administrator Characteristics,Work Experience

An increasing emphasis on principals as key to school improvement has contributed to efforts to elevate principal effectiveness that have taken various forms across the US. The primacy of the state as the focal point of educational reform elevates the value of understanding commonalities and differences among states in characteristics of principals, the distribution of principals among schools and ultimately the policies associated with more effective school leadership, particularly for disadvantaged children. This paper describes major state policies, the distribution of elementary school principals among schools along a several dimensions, and pathways to the principalship to illustrate similarities and differences among six states in the tenure and experience distributions and how these vary by student demographic characteristics and district size. Measurement of principal effectiveness and its relationship with principal characteristics and state policies would be ideal, but complications introduced by the dynamics of principal influences and confounding effects of other factors inhibit this effort. Nonetheless, school value added to achievement provides information on differences in principal effectiveness, and we report within-school variation value added across principal regimes and the associations between value added and principal characteristics. The analysis reveals many similarities and some differences among the states, some of which are related to differences in governance structures. Perhaps the most striking differences relate to the pathways to the principalship including the fraction of principals with experiences as assistant principals and teachers.