ethanporcaro/eric-fulltext-meta huggingface dataset:
High Dosage Tutoring Program Summary, 2012-2013. DRE Publication 12.92RB
Author: Stelling, Laura
Date: 2014-01-00
Type: Reports - Research
Subjects: School Districts,Tutoring,Achievement Gains,Elementary Schools,Middle Schools,High Schools,Grade 3,Grade 6,Grade 9,Mathematics Achievement,Reading Achievement,Mathematics Instruction,Reading Instruction,Algebra,Program Effectiveness,Student Characteristics,Racial Differences,Ethnicity,Economically Disadvantaged,Socioeconomic Status,English Language Learners

This report discusses the second year of Austin Independent School District's (AISD) High Dosage Tutoring Program: students' progress, program summaries, and participant survey results.
AISD Parent Support Specialist District-Level Report 2012-2013. Publication 12.60 RB
Author: Doolittle, Martha
Date: 2013-07-00
Type: Reports - Research
Subjects: School Districts,Parent School Relationship,Parents,Specialists,Family Involvement,Outreach Programs,Family School Relationship,Elementary Schools,Middle Schools,High Schools,Family Programs,Parent Participation,Parent Education,Workshops,Staff Development,Leadership Training,Parent Role,Educational Environment,Family Needs

AISD parent support specialists (PSSs) at 64 schools in 2012-2013 reported the number of familyinvolvement events that occurred at their school during the school year and the number of familymembers who attended. This report summarizes these results at the district level.
Student Climate Survey Results: Summary for 2010-2011 through 2012-2013. DRE Publication # 12.66RB a
Author: Lamb, Lindsay M.
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,Student Surveys,Student Attitudes,Educational Environment,Student Behavior,Peer Relationship,School Safety,Teacher Student Relationship,Teacher Expectations of Students,Behavior Patterns,Self Esteem,Learner Engagement,Academic Aspiration,Elementary School Students,Secondary School Students

The student climate survey provides campuses with the opportunity to monitor students' opinions regarding topics such as behavioral environment, adult fairness &amp; respect, student academic self confidence, teacher expectations, and student engagement. This report summarizes district results from 2010-2011 through 2012-2013.
Elementary Dual Language Teachers&apos; Feedback on the Program: January and February 2016. Publication 15.32 RB
Author: Doolittle, Martha
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Teacher Attitudes,Feedback (Response),School Districts,Program Effectiveness,Bilingual Education Programs,Immersion Programs,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Teachers,Program Implementation,Educational Improvement,Teaching Methods,English,Native Language,English Language Learners

This report summarizes feedback from Austin Independent School District (AISD) elementary dual language teachers who participated in focus group discussions in January and February 2016. Teachers gave their opinions about the program components and suggestions for how to improve the program implementation.
Dual Language Program, 2012-2013. Third Grade Performance in STAAR and TELPAS. Research Brief. DRE Publication # 12.68 RB
Author: Ibanez, Natalia
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Bilingual Education Programs,Grade 3,Elementary School Students,Spanish,English (Second Language),Second Language Learning,Second Language Instruction,School Districts,English Language Learners,Language Tests,Achievement Tests,Scores,Comparative Analysis,Teaching Methods

This report presents third grade English language learner students' 2012-2013 STAAR and TELPAS results and provides a comparison by program type.
Student Financial Wellness Survey: Fall 2022 Semester Results. National Aggregate Report
Author: Fletcher, Carla
Date: 2023-05-00
Type: Reports - Research
Subjects: Well Being,Paying for College,Credit (Finance),Educational Finance,Debt (Financial),Money Management,Student Needs,Child Rearing,Parents,Mental Health,Undergraduate Students,Decision Making,Income,Federal Aid,Student Loan Programs,Costs,Student Characteristics,Student Financial Aid,Two Year Colleges,Welfare Services,Medical Services,At Risk Students,Racial Differences,Ethnicity,Hunger,Housing,Homeless People,Physical Health,Gender Differences,Foster Care,First Generation College Students

Trellis' Student Financial Wellness Survey (SFWS) seeks to document the financial well-being of post-secondary students and provide institutions with a detailed profile of the financial issues their students face, some of which could potentially impact their success in college. This report details aggregated findings for the 89 colleges and universities across the country that participated in the fall 2022 implementation of the survey. [For &quot;Student Financial Wellness Survey: Fall 2021 Semester Results. National Aggregate Report,&quot; see ED625724.]
International Teaching Experiences: Instructor Learning and Insights for Leading Faculty-Led Programs Abroad
Author: Coryell, Joellen E.
Date: 2022-00-00
Type: Reports - Research
Subjects: Study Abroad,College Faculty,International Education,Cultural Awareness,Adult Education,Human Resources,Labor Force Development,Teacher Attitudes,Educational Experience,Learning Readiness,Communities of Practice,Tenure,Teacher Motivation,Faculty Development,Phenomenology,Foreign Countries,Mentors,Program Design,Learning Theories

The need to develop international cross-cultural perspectives has led many educators to create study abroad programs for their learners. One way to support this learning in adult higher education is to offer education abroad programs -- often short-term international field experiences led by faculty for adult students. In the current study, we investigated experiences of adult education/HRD faculty who have experience teaching in such programs; additionally, we explored what and how they have learned in order to do so. Through the amalgamated conceptual framework of learning readiness, communities of practice, and motivational learning theory, we offer preliminary analyses of interviews conducted with five tenured/tenure-track faculty members about their motivations and professional development in advance of leading these programs. [For full proceedings, see ED628982.]
(Non)Preparation to Live in Another Country: Cross-Cultural Experiences as Precursors of Transformative Learning among Nigerian Immigrants in Italy
Author: Olatunji, Taiwo Isaac
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Transformative Learning,Immigrants,Cultural Differences,Foreign Countries,Cultural Awareness,Acculturation,Learning Processes,Personal Narratives,Correlation,Language Proficiency,Italian,Second Language Learning,Outcomes of Education,Motivation,Immigration,Public Policy,Barriers,Psychological Patterns,Second Language Instruction

Migration is a significant life event that usually triggers cross-cultural preparedness and the need for learning, even transformative learning. This exploratory study answers two research questions: How do Nigerian immigrants describe their preparedness for cross-cultural transition in Italy? What are the indications of transformative learning processes and outcomes in the immigrants' narrations? Emerging results from six semi-structured interviews with six Nigerian immigrants in Italy are presented. Narratives and themes from the interviews showed evidence of preparation (nonlearning and learning) as well as nonpreparation for cross-cultural transition among the immigrants. Participants' preparedness was associated with their motivation to emigrate, cross-cultural experiences, and proficiency in the Italian language. Also, their cross-cultural experiences pointed to different aspects in processes and outcomes of transformative learning. Disorienting dilemmas of individual participants were identified. The study concluded a further inquiry could show how Nigerian immigrants' cross-cultural transition leads to various outcomes of transformative learning. [For full proceedings, see ED628982.]
Towards a Transcultural Perspective on Mothering and Learning from Chinese Immigrant Mothers in Canada
Author: Zhu, Yidan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Asians,Immigrants,Mothers,Mother Attitudes,Child Rearing,Learning Processes,Cultural Influences,Race,Gender Differences,Social Class,Parent Child Relationship,Adult Education,Cultural Pluralism,Foreign Countries,Transformative Learning,Ethnography,Parenting Skills

Drawing on theories from transcultural theory, I examined Chinese immigrant mothers' transcultural perspectives on mothering and learning. Recent adult educational studies contain limited research on the effects of cultural influence on mothering and learning by immigrant mothers from their perspective. Based on 30 semi-structured interviews among Chinese immigrant mothers in Canada, this study revealed there are not only interactions between the fluid cultural values and the understanding of mothering and learning by immigrant mothers, but also race, gender, and class relations behind Chinese immigrant mothers' mothering and learning practice. This paper contributes to a better understanding of cultural influence on Chinese immigrant mothers' learning and mothering practice. The findings help foster adult educational programs for immigrant mothers in multicultural societies. [For full proceedings, see ED628982.]
NCLB Title I, Part A Program Summary, 2012-2013. Publication 12.69 RB
Author: Doolittle, Martha
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Compliance (Legal),Federal Aid,Grants,School Districts,Economically Disadvantaged,Low Income Students,Hispanic American Students,English Language Learners,Teaching Experience,Resource Allocation,Elementary Schools,Middle Schools,High Schools,Minority Group Students,Homeless People,Immigrants,Students with Disabilities,Gifted Education,Vocational Education,Teacher Qualifications,Academic Achievement,Accountability,Expenditures

This report summarizes compliance and service data from AISD's federal Title I, Part A grant during 2012-2013. Title I, Part A funds were used to serve more than 46,000 students during 2012-2013, and funds were used to provide campus and district services and resources to support students, parents, and staff. For more information, please read the full report.
Austin Independent School District (AISD) Pilot Teacher Appraisal System Update: 2012-2013 Focus Group and Survey Summary. DRE Publication #12.70
Author: Lamb, Lindsay M.
Date: 2013-08-00
Type: Reports - Research
Subjects: School Districts,Teacher Evaluation,Teacher Attitudes,Administrator Attitudes,Program Effectiveness,Program Implementation,Evaluation Methods,Teacher Competencies,Scoring Rubrics,Observation,Familiarity,Student Attitudes,Feedback (Response),Administrator Role,Peer Evaluation,Elementary Secondary Education

This report summarizes data gathered from focus groups and a survey designed to assess teachers' experiences with AISD's pilot teacher appraisal system. Additional data are included regarding the timing of administrators' classroom observation.
ACT Test Results Summary, 2012-2013. DRE Publication 12.71 RB
Author: Looby, Karen
Date: 2013-08-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,High School Students,Scores,Student Participation,College Readiness,Intellectual Disciplines,Racial Differences,Ethnicity,English,Academic Achievement,Mathematics Achievement,Reading Achievement,Science Achievement,Higher Education

The ACT is a national college admissions exam that tests English, math, reading, and science content. Students take the ACT during their junior/senior year of high school. This report describes ACT test results for AISD students in 2012-2013.
SAT Test Results Summary, 2012-2013. DPE Publication 12.72
Author: Looby, Karen
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,School Districts,Trend Analysis,Scores,High School Students,Race,Student Characteristics,Reading Tests,Writing Tests,Mathematics Tests,Ethnic Groups,Institutional Characteristics,Comparative Analysis

The SAT is an assessment of reading, math, and writing administered by the College Board. SAT results for Austin ISD students in the 2012-2013 school year remained stable compared with results from past years. See full report for details.
Small and Sparse: Defining Rural School Districts for K-12 Funding. Research Report
Author: Gutierrez, Emily
Date: 2023-03-00
Type: Reports - Research
Subjects: Rural Areas,Rural Schools,School Districts,Definitions,Federal Aid,State Aid,Funding Formulas,Elementary Secondary Education,School District Size,Minority Group Students,Racial Differences,Ethnicity,Eligibility,Geographic Location,Rural Urban Differences,Poverty,Barriers,Faculty Mobility,Labor Turnover,Educational Quality,Minority Group Teachers,At Risk Students,Student Characteristics,Students with Disabilities,English Language Learners,School Personnel,Income,Expenditures

Across the United States, students attending rural school districts can face different obstacles than their urban counterparts, particularly rural students from households living below the federal poverty level. But how rural districts are defined can vary by federal, state, and local entity and can sometimes not capture the difficulties specific districts face. The authors examine the National Center for Education Statistics (NCES) definitions of rurality--the predominant avenue of federal funding for rural districts--and compare these definitions with how states define &quot;rural&quot; in their own funding formulas. The authors show that these definitions often identify different districts, and they investigate how summary data on district demographics, staffing, revenues, and expenditures vary across these different definitions. Based on the findings in this report, the authors recommend the following: (1) States should consider incorporating a &quot;small&quot; school district component into support systems, either for the first time or in addition to other components; (2) States should reevaluate (or evaluate for the first time) which definitions determine eligibility for funding; and (3) Researchers should consider the geographic context of their research and which definitions of rurality are most appropriate. The pandemic has had significant consequences for rural students, who often lacked internet and other supports necessary to learn from home. It is crucial that policymakers understand how state and federal definitions of rurality affect their understanding of rural districts' needs and resources to support students who are often already at a disadvantage.
Parents&apos; Reflections on DC&apos;s Early Childhood Educator Pay Equity Fund: Findings from the DC Child Care Policy Research Partnership
Author: Bose, Soumita
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Parent Attitudes,Teacher Salaries,Child Care Centers,Early Childhood Teachers,Labor Turnover,Wages,Comparable Worth,Teacher Role

In 2021, the DC Council established the Early Childhood Educator Pay Equity Fund (&quot;Pay Equity Fund&quot;) to improve compensation for early educators in licensed child development centers and homes. The fund leverages a tax on individuals earning more than $250,000 a year to sustainably fund supplemental payments to early educators in efforts to address longstanding inequities and achieve pay parity with public school teachers with a comparable degree. In spring 2022, the authors surveyed 137 DC residents who had newly enrolled a child in a licensed DC child care program. They held virtual focus groups with a subsample of 39 survey respondents in fall 2022, just as the first Pay Equity Fund payments were rolling out, to probe on specific survey findings around search process difficulty and child care experiences. During the focus groups, the authors asked parents and legal guardians about their experiences with staff turnover in their child care programs as well as their thoughts about the pay supplements and how their children's teachers could benefit. In this fact sheet, the authors summarize parents' thoughts on the Pay Equity Fund payments and their suggestions for additional ways the District could help child care programs recruit and retain qualified staff.
Predictor Implementation School/District Self-Assessment
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2021-08-00
Type: Guides - Non-Classroom
Subjects: School Districts,Self Evaluation (Groups),Check Lists,Predictor Variables,Program Implementation,Transitional Programs,Career Development,Career Awareness,Work Experience,Self Determination,Self Advocacy,Work Study Programs,Daily Living Skills,Independent Living,Decision Making Skills,Parent Participation,Exit Examinations,Inclusion,Individualized Programs,Social Support Groups,Interpersonal Competence,Goal Orientation,Students with Disabilities,Student Empowerment,Self Actualization,Personal Autonomy,Self Management,Technological Literacy,Travel,Employment,Parent Aspiration,Student Development

The checklist in this document is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. A team should consider the definition of the predictor and each individual program characteristic, as well as the Degree of Implementation and the Evidence of Implementation scales, to guide decisions regarding program strengths, needs, and priorities for change. Teams may find it helpful to consider the predictors in clusters. The following clusters are suggestions for grouping the predictors by similar topics or themes to facilitate discussion: (1) Student Skills; (2) Career Development; (3) Collaborative Systems; and (4) Policy. [This document was originally developed by the National Post-School Outcomes Center. For &quot;Predictor Implementation School/District Self-Assessment Instructions and Action Planning Guide,&quot; see ED629042.]
Predictor Implementation School/District Self-Assessment Instructions and Action Planning Guide
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Predictor Variables,Program Implementation,School Districts,Self Evaluation (Groups),Program Development,Teamwork,Meetings,Educational Planning,Career Awareness,Vocational Education,Employment,Work Study Programs,Goal Orientation,Self Management,Independent Living,Self Determination,Self Advocacy,Interpersonal Competence,Social Support Groups,Travel,Personal Autonomy,Agency Cooperation,Parent Aspiration,Parent Participation,Transitional Programs,Exit Examinations,Inclusion

This document provides information about the process a school-level team will use to complete the Predictor Implementation School/District Self-Assessment (PISA) (ED629041). This process involves four major steps including (1) identifying team members, (2) establishing a location and time for the meeting, (3) preparing for the meeting, and (4) creating a process for conducting the meeting with the school-level team. [For &quot;Taxonomy for Transition Programming 2.0: A Model for Planning, Organizing, and Evaluating Transition Education, Services, and Programs,&quot; see ED628978.]
High School Counselor Survey Report, 2013. DRE Publication 12.80
Author: Sanchez Fowler, Laura T.
Date: 2013-09-00
Type: Reports - Research
Subjects: School Counselors,High Schools,School Districts,Work Environment,Counselor Attitudes,Work Experience,Faculty Workload,Counselor Role,School Culture,Affordances,Barriers,Educational Counseling

During spring, 2013, all high school counselors in AISD were invited to participate in an online survey of the present working conditions, priorities, and challenges of their position. This report summarizes results.
Austin Partners in Education (APIE) Annual Evaluation Report, 2012-2013. Publication Number 12.86
Author: Looby, Karen
Date: 2013-12-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,Partnerships in Education,Program Descriptions,Academic Achievement,Nonprofit Organizations,School Business Relationship,Disadvantaged Schools,Economically Disadvantaged,Coaching (Performance),Tutorial Programs,College Readiness,Achievement Tests,Exit Examinations,Teacher Surveys,Student Surveys,Program Implementation,Reading Achievement,Self Esteem,Mathematics Achievement,Elementary School Students,Secondary School Students

This report discusses the outcomes for Austin Partners in Education (APIE) educational programs in AISD, including program descriptions, student academic progress, and participant survey results for the 2012-2013 school year.
Austin Independent School District Pilot Teacher Appraisal System Update: Results of the 2012-2013 Student Response Survey. DRE Publication Number: 12.82
Author: Cornetto, Karen M.
Date: 2013-09-00
Type: Reports - Research
Subjects: School Districts,Preschool Education,Elementary Secondary Education,Teacher Evaluation,Student Evaluation of Teacher Performance,Student Attitudes,Teacher Competencies,Classroom Environment,Teacher Effectiveness,Age Differences,Scores,Peer Evaluation,Observation,Administrator Role,Principals,Test Construction,Surveys,Costs

Feedback was obtained on 683 teachers at 12 AISD schools from 9,000 pre-kindergarten through 12th grade students. Students' ratings were generally favorable and correlated with some observation-based ratings. Implications for policy are addressed.
AISD REACH Program Update, 2012-2013: Student Learning Objectives. Publication 12.83
Author: Schmitt, Lisa N. T.
Date: 2013-09-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Student Educational Objectives,Outcomes of Education,Academic Achievement,Teacher Attitudes,Data Use,Communities of Practice,Reflective Teaching,Achievement Tests,Elementary Secondary Education,Scores

Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school. A separate update report was published in March 2014 [ED629047].
AISD REACH Program Update, 2012-2013: Student Learning Objectives. Publication 12.83B
Author: Schmitt, Lisa N. T.
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Student Educational Objectives,Outcomes of Education,Academic Achievement,Teacher Attitudes,Elementary Secondary Education,Data Use,Reflective Teaching,Teacher Collaboration,Achievement Tests,Scores

Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school. A separate report was published in September 2013 [ED629046].
Which Staff TELL AISD Survey Items Best Reflect School Climate? What are the Longitudinal Results for These Items? Publication 15.02 RB
Author: Schmitt, Lisa
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: School Districts,Teacher Surveys,Educational Environment,Teaching Conditions,Instructional Leadership,Educational Indicators

A thorough analysis of the AISD TELL survey results for 2013 through 2015 indicated two items consistently best reflected staff climate/working conditions at every school level each year: (a) School leadership makes a sustained effort to address teacher concerns about school leadership, and (b) Overall, my school is a good place to work and learn.