ethanporcaro/eric-fulltext-meta huggingface dataset:
Addendum to the Evaluation of the Expository Reading and Writing Course
Author: Fong, Anthony B.
Date: 2016-05-00
Type: Reports - Research
Subjects: Expository Writing,Regression (Statistics),Least Squares Statistics,Reading Instruction,Writing Instruction,Program Effectiveness,Reading Achievement,Writing Achievement,Standardized Tests,Language Arts,Grade 11,Grades (Scholastic),Gender Differences,Ethnic Groups,Racial Differences,Comparative Analysis,Scores,Advanced Placement,Course Evaluation,Student Placement

In 2015, Fong, Finkelstein, Jaeger, Diaz, and Broek reported the findings from an independent evaluation of the Expository Reading and Writing Course (ERWC). The evaluation found positive and statistically significant effects of the ERWC on student achievement. Due to some concerns that the previously reported results in Fong et al. (2015) did not account for the possibility that students who were taught by the same teacher may have correlated error terms, an additional ordinary least squares (OLS) regression analysis was conducted using cluster-robust standard errors that allow for clustering on the teacher. The results of this additional analysis are reported in this addendum. The previously reported OLS regression results had used cluster-robust standard errors that allowed for clustering on the student. The newly reported regression analysis in this addendum only clusters on the teacher, and not on both the teacher and the student, since previous literature has recommended only clustering at the highest level (see, for instance, Cameron &amp; Miller, 2015; Bertrand, Duflo, &amp; Mullainathan, 2004). [For the full report, &quot;Evaluation of the Expository Reading and Writing Course: Findings from the Investing in Innovation Development Grant,&quot; see ED559522.]
Terra Cognita: Graduate Students in the Archives. A Retrospective on the CLIR Mellon Fellowships for Dissertation Research in Original Sources. CLIR Publication No. 170
Author: Council on Library and Information Resources
Date: 2016-05-00
Type: Collected Works - General
Subjects: Graduate Students,Archives,Mentors,Reflection,Higher Education,Geographic Distribution,Fellowships,Preservation,Microforms,Photography,Graduate Study,Research Libraries,Librarians,Historians,Museums,Faculty Advisers,Doctoral Dissertations,Surveys,Scholarship,Observation,Foreign Countries

&quot;Terra Cognita&quot; surveys the current landscape of archival research and the experiences of emerging scholars seeking to navigate it. Drawing on data from the Council on Library and Information Resources' (CLIR's) Mellon Fellowships for Dissertation Research in Original Sources, the report takes an in-depth look at how the conditions and practices of original source research have changed in recent decades and what communities invested in cultural heritage research can do to better support new scholarship in this evolving context. Part one of the report presents an assessment of the fellowship program based on data that fellows submitted in their final reports to CLIR between 2003 and 2015. In part two, program mentors Elliott Shore and Ryan Kashanipour share observations based on their work with the fellows. Part three presents broader perspectives on original source research, prompted by discussions at a meeting hosted by CLIR in January 2016. The volume closes with an afterword by Charles Henry that contemplates the intellectual and contextual challenges of conducting original source research today. Throughout the volume are brief reflections by past fellows about their research experiences and how the fellowship has influenced their careers. Contents include: (1) Foreword (Nicole Ferraiolo); (2) Ongoing Challenges for Research Using Primary Sources: An Analysis of Mellon Dissertation Research Fellow Reports (Lori M. Jahnke and Amanda Watson); (3) Not in This Alone: Toward an Interdisciplinary Community of Scholars and a Critical Archival Practice (Elliott Shore); (4) Mentoring and the Challenge of the Humanities (R. A. Kashanipour); (5) Renegotiating the Archive: Scholarly Practice in a Digital Age (William G. Thomas, III); (6) Reading the Materiality of the Archive (Michael F. Suarez); and (7) Afterword: This Vital Conversation (Charles Henry). Individual chapters contain references.
Development and Implementation of Quality Rating and Improvement Systems in Midwest Region States. REL 2016-143
Author: Faria, Ann-Marie
Date: 2016-06-00
Type: Tests/Questionnaires
Subjects: Educational Quality,Evaluation Methods,Grants,Quality Assurance,Educational Improvement,Participation,Semi Structured Interviews,Educational Legislation,Federal Programs,Federal Aid,Federal Legislation,Early Childhood Education,Program Effectiveness,Geographic Location,Rating Scales,Documentation,Coding,Qualitative Research

This report describes common and unique approaches that Regional Educational Laboratory (REL) Midwest Region states have adopted in developing and implementing their quality rating and improvement systems (QRISs). A QRIS is a method for assessing, improving, and communicating the quality of early childhood education and care providers. The study examined the ways that Race to the Top--Early Learning Challenge grants have shifted the QRIS landscape and how states have been influenced by the grant process in developing their QRISs, incorporating observations into their QRISs, using alternate pathways to ratings, and incentivizing providers to participate in QRISs. The report provides a knowledge-sharing outlet for states in the REL Midwest Region and beyond that may inform potential QRIS revisions. The following are appended: (1) Data collection and analysis methods; and (2) Semi-structured interview protocol. Contains notes.
Examining the Validity of Ratings from a Classroom Observation Instrument for Use in a District's Teacher Evaluation System. REL 2016-135
Author: Lash, Andrea
Date: 2016-05-00
Type: Reports - Research
Subjects: Teacher Evaluation,Scores,Test Validity,Principals,Elementary School Teachers,Middle School Teachers,High Schools,Secondary School Teachers,Teacher Effectiveness,Planning,Classroom Environment,Instruction,Teacher Responsibility,Correlation,School Districts,Evaluation Methods,Scoring Rubrics,Classroom Observation Techniques,Factor Analysis

The purpose of this study was to examine the validity of teacher evaluation scores that are derived from an observation tool, adapted from Danielson's Framework for Teaching, designed to assess 22 teaching components from four teaching domains. The study analyzed principals' observations of 713 elementary, middle, and high school teachers in Washoe County School District (Reno, NV). The findings support the use of a single, summative score to evaluate teachers, one that is derived by totaling or averaging all 22 ratings. The findings do not support using domain- or component-level scores to evaluate teachers' skills, because there was little evidence that these scores measure distinct aspects of teaching. The information that the total score provides predicts the learning of teachers' students. While the relationship is moderate, it is evidence to support interpreting the observation score as an indicator of teachers' effectiveness in promoting learning. The following are appended: (1) Supporting tables; and (2) Confirmatory factor analyses: Methods and findings. Contains notes.
Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009-10. Version Provisional 2a. NCES 2011-348rev
Author: Chen, Chen-Su
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: School Surveys,Documentation,State Surveys,Annual Reports,Elementary Secondary Education,Private Education,Public Education,Research Methodology,Guidelines,Data Processing,Data Collection,Information Utilization,Tables (Data),Predictor Variables,School Statistics,Data,Alignment (Education),Definitions,Access to Education

The Common Core of Data (CCD) nonfiscal surveys consist of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands), the Department of Defense (DoD) dependent schools (overseas and domestic), and the Bureau of Indian Education (BIE). In order to provide data comparable across states to the maximum extent feasible, NCES and SEAs have worked since the 1950s to develop and accept common data items and definitions. SEAs report school-, agency-, and state-level education data for the CCD through the U.S. Department of Education's EDFacts collection system. The purpose of the CCD nonfiscal surveys is to provide a listing of all schools and agencies providing free public elementary and secondary education, along with basic descriptive statistical information on each school and agency listed. The CCD includes all settings in which free public education is provided to children. The Public Elementary/Secondary School Universe file includes data for the following variables: NCES school ID number, state school ID number, name of the school, name of the agency that operates the school, mailing address, physical location address, phone number, school type, operational status, locale code, latitude, longitude, county number, county name, full-time-equivalent (FTE) classroom teacher count, low/high grade span offered, Congressional district code, school level, free lunch eligible students, reduced-price lunch eligible students, total free and reduced-price lunch eligible, student totals and detail (by grade, by race/ethnicity, and by sex), and pupil/teacher ratio. This report contains an introduction to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009-10, Version Provisional 2a and a user's guide. The following are appended: (1) Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009-10; (2) Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009-10; (3) Glossary for the Common Core of Data: School Year 2009-10; and (4) State Notes for the Common Core of Data: School Year 2009-10.
Technical Assistance Paper: Third-Grade Student Progression. DPS: 2013-56
Author: Florida Department of Education
Date: 2013-11-21
Type: Reports - Descriptive
Subjects: Technical Assistance,Grade 3,Alternative Assessment,Student Promotion,Educational Resources,Educational Policy,Educational Change,Portfolios (Background Materials),Acceleration (Education),Grade Repetition,Summer Programs,Reading Programs,Reading Difficulties,Parent Materials,Academic Achievement

The purpose of this Technical Assistance Paper (TAP) is to provide school districts with updates and changes relative to third-grade student progression policies, including information on alternative assessments, promotion criteria and resources. This paper provides: (1) General Information; (2) Student Portfolios for Third-Grade Students; (3) Assessment; (4) Students Retained Twice in Third Grade and Intensive Accelerated Classrooms; (5) Summer Reading Camps for Third-Grade Students; (6) Mid-Year Promotion for Third Grade; (7) Exceptional Student Education (ESE); and (8) Options for Parents of Struggling Readers.
Learning Denied: The Case for Equitable Access to Effective Teaching in California's Largest School District. K-12 Policy
Author: Hahnel, Carrie
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Equal Education,Teacher Effectiveness,Access to Education,School Districts,Urban Schools,Value Added Models,Low Income Students,Minority Group Students,Teacher Distribution,Teaching Experience,Teacher Qualifications,Faculty Mobility,Job Layoff,Disadvantaged Schools,Public School Teachers,Academic Achievement,Achievement Gains,Elementary Secondary Education

Effective teachers have an enormous impact on the lives of their students. Great teachers can help students who are behind academically catch up to grade-level expectations. By accelerating student performance, they can help close the opportunity and achievement gaps that cut short the college and career dreams of so many low-income students and students of color. This report demonstrates that, in California's largest school district, the highest need students are getting the short end of the stick when it comes to effective teaching. While the state and district absolutely must address that injustice, talk and action must go beyond more equitably distributing the existing exceptional teachers. California and the Los Angeles Unified School District (LAUSD) must also significantly expand the pool of strong teachers. By doing both of these things, state and district leaders can ensure that, in every classroom, there is a teacher who can help every student succeed. Education Trust-West's Value-Added Model is appended.
German and Ukrainian Phonological Isomorphs. Typology: Germanic and Slavic Languages. German-Ukraine-Slavic Contrasting Correspondence Vocabulary
Author: Petryshyn, Ivan
Date: 2016-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: German,Slavic Languages,Phonology,Contrastive Linguistics,Phonetic Analysis,Morphology (Languages),Matrices,Phonemes,Vowels,Definitions,Vocabulary,Romance Languages,Indo European Languages

The works of many scholars on Germanic and Slavic Languages do not really try to contrast the two biggest Indo-European language families, but analyse them seperately, as any close comparison seem to be unconvincible. In many works, we find some parts that usually would deal with loan words/borrowings/barbarisms. And, yet, we noticed that there some fixed similarities that create some certain regularities in the deep structures of the Germanic and Slavic words/stems. We have taken courage to compare the closely related words, define their phonetic and morphological matrices and verify their consonant-vowel interdependence occurrences that fall under the definition of CVI Regularities. The Vocabulary can be a good tool for students and instructors of General, Germanic, Romance and Slavic Linguistics. We are especially thankful to Dr Salvatore Del Gaudio, PhD, for the inspiration in absentiam. We hope the Vocabulary will be liked and used by the Scholars, Teachers, Instructors and Students. A bibliography is included.
Successful Strategies for Providing Online Credit Recovery in Montana
Author: Frazelle, Sarah
Date: 2016-03-00
Type: Reports - Research
Subjects: Best Practices,Interviews,Facilitators (Individuals),Program Implementation,Achievement Gains,Educational Strategies,Credits,Online Courses,Remedial Programs,School Effectiveness,Barriers,High School Students,Program Effectiveness,Qualitative Research,Statistical Analysis

This report examines common strategies used by six Montana schools that had high student passing rates in online credit recovery courses offered by the Montana Digital Academy (MTDA) in the 2013/14 school year. The study is based on analysis of interviews conducted with school-based facilitators who oversee the implementation of the online MTDA credit recovery program at their schools. The facilitators were asked to describe how their schools had implemented the MTDA program and to reflect on specific strategies that may have contributed to high student passing rates. The report includes an overview of the increasing prevalence of online credit recovery programs, particularly in rural schools and districts, a description of the MTDA program, an overview of the key findings drawn from the interviews, and a discussion of common challenges associated with online credit recovery. It concludes with a summary of the study's limitations and suggestions for further research. Study methodology is appended.
The Transition to Diverse Online Teaching and Student Learning in Higher Education
Author: Miller, Melissa L.
Date: 2015-11-15
Type: Reports - Research
Subjects: Online Courses,Web Based Instruction,Higher Education,College Students,Electronic Learning,Research Skills,Search Engines,Student Research,Skill Development,Online Searching,Teaching Methods,Curriculum Design,Student Centered Learning,Educational Technology,Technology Uses in Education,Blended Learning

This paper addresses the concern of educating diverse university students in an increasingly digital environment. Specifically, educators question the quality of student online research skills and how to address gaps in research skills in both the virtual and physical classroom. A 2012 survey conducted by the Pew Research Center in collaboration with College Board and the National Writing Project found of the 2,492 teachers surveyed, 94% stated their students were very likely to use Google search engine as their first source when conducting research for an assignment, rather than traditional sources such as university subscribed databases. The vast majority of teachers surveyed stated the top priority in the classroom is teaching students how to assess the information they find online, how search engines work and how to develop strategic research skills. These findings highlight the discrepancy between how students currently access information and how professors teach students to access information (Purcell, et al., 2012). This problem is important to address because as Ferrario, Hyde, Martinez, and Sundt (2013) found in their independent study, professors must adapt their teaching pedagogy to the new digital age to ensure future student success.
Zinc Deficiency Induces Apoptosis via Mitochondrial p53- and Caspase-Dependent Pathways in Human Neuronal Precursor Cells
Author: Seth, Rohit
Date: 2015-00-00
Type: Journal Articles
Subjects: Physiology,Genetics,Cytology,Neurology,Brain Hemisphere Functions,Experiments,Statistical Analysis,Neurological Impairments

Previous studies have shown that zinc deficiency leads to apoptosis of neuronal precursor cells in vivo and in vitro. In addition to the role of p53 as a nuclear transcription factor in zinc deficient cultured human neuronal precursors (NT-2), we have now identified the translocation of phosphorylated p53 to the mitochondria and p53-dependent increases in the pro-apoptotic mitochondrial protein BAX leading to a loss of mitochondrial membrane potential as demonstrated by a 25% decrease in JC-1 red:green fluorescence ratio. Disruption of mitochondrial membrane integrity was accompanied by efflux of the apoptosis inducing factor (AIF) from the mitochondria and translocation to the nucleus with a significant increase in reactive oxygen species (ROS) after 24 h of zinc deficiency. Measurement of caspase cleavage, mRNA, and treatment with caspase inhibitors revealed the involvement of caspases 2, 3, 6, and 7 in zinc deficiency-mediated apoptosis. Down-stream targets of caspase activation, including the nuclear structure protein lamin and polyADP ribose polymerase (PARP), which participates in DNA repair, were also cleaved. Transfection with a dominant-negative p53 construct and use of the p53 inhibitor, pifithrin-µ, established that these alterations were largely dependent on p53. Together these data identify a cascade of events involving mitochondrial p53 as well as p53-dependent caspase-mediated mechanisms leading to apoptosis during zinc deficiency.
Your Career as a Successful Independent TESL Professional
Author: Eaton, Sarah Elaine
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Professional Identity,Professionalism,Success,Consultants,Career Development,Career Planning,English (Second Language),English Language Learners,English Teachers,Entrepreneurship,Income,Fees,Money Management,Compensation (Remuneration),Insurance,Operating Expenses,Organizational Change,Group Membership

The purpose of this presentation is to present information on how to develop one's career as an independent TESOL professional (e.g. adjunct instructor, freelancer, contractor or consultant). The methodology used to present this information is active practitioner reflection. The discussion includes topics such as various types independent consultants, financial literacy for independent educational professionals, incorporation, insurance, pro bono work and membership in professional organizations. Recommendations are embedded throughout the paper. In conclusion, the author recommends that independent TESOL professionals adopt a pro-active stance to their own career management and development, which includes taking charge of one's own finances and understanding business basics of contacting and freelancing. (Contains 2 tables.)
Validation Engine for Observational Protocols. Measures of Effective Teaching (MET) Project
Author: Bill and Melinda Gates Foundation
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Evaluation,Measures (Individuals),Classroom Observation Techniques,Validity,Data Collection,Teaching Styles,Computer Software,Nongovernmental Organizations,Public Schools

In the fall of 2009, the Bill and Melinda Gates Foundation launched the two-year Measures of Effective Teaching (MET) project to rigorously develop and test multiple measures of teacher effectiveness. As part of the project, partners from more than a dozen reputable academic, non-profit and for-profit organizations collected and analyzed data from the 2009-10 and 2010-11 school years from over 3,000 teacher volunteers and their classrooms across Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools, Memphis City Schools, and the New York City Department of Education. Teachers and classrooms in Pittsburgh Public Schools also participated in the project by helping researchers with early-stage development and testing of the effectiveness measures before they were tested in the other MET project districts. This paper seeks to define and explain how classroom observations and teacher reflections were used to develop the &quot;validation engine&quot; for reviewing other observational protocols using four components: a secure video viewer; a score sheet template; an analytic engine; and an automated report generator. Results will provide information on individual indicators that can be used to revise the expectation for evidence, or possibly eliminate the indicator if it is not correlated with improvement in student achievement. Multiple observation protocols can be tested and retested regularly to demonstrate validity.