ethanporcaro/eric-fulltext-meta huggingface dataset:
Making College More Affordable for Low-Income Students. CLASP Priorities for the Higher Education Act
Author: Garcia, Rosa
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Low Income Groups,Paying for College,Access to Education,Tuition,Minority Group Students,Student Financial Aid,Federal Aid,Grants,Federal Programs,Nontraditional Students,Incentives,State Aid,Eligibility,Federal State Relationship,Higher Education

According to the Center on Budget and Policy Priorities, tuition increased more than 34 percent between 2008 and 2015. State spending on higher education remains well below pre-recession levels. As a result, millions of low-income students, particularly students of color, are struggling to afford postsecondary education. Forty years ago, the maximum Pell Grant award covered three-quarters of the cost. Today, the maximum award ($5,920) covers only 29 percent of the total cost of attending a four-year public institution, forcing low-income students to pay and borrow more money. This report describes the Center for Law and Social Policy (CLASP) principles for college affordability: (1) Protect and increase investments in federal financial aid programs that provide grant aid to low-income students and make college more affordable and accessible; (2) Support federal programs and policies that help low-income students move along pathways out of poverty, including students of color, student parents, returning citizens and incarcerated adults, adult learners, independent students, Dreamers, and young adults who have experienced disconnection from school and work; (3) Build federal-state partnerships that give incentives to states and institutions to reduce college costs and reinvest in state financial aid programs targeting low-income students; and (4) Support financial aid eligibility policies that respond to the needs of low-income students attending college part-time and less than half-time as well as give them ample time to earn their degrees.
Supporting Healthy Sleep Habits in Adolescents. Autism at-a-Glance
Author: Perkins, Y.
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Autism,Sleep,Adolescents,Health Behavior,Pervasive Developmental Disorders,High School Students

The &quot;Autism at-a-Glance&quot; series provides a current summary of topics relevant to high school students with autism spectrum disorder (ASD) as well as practical tips and resources for school and community personnel and family members. This report was designed to help high school staff and family members in supporting adolescents on the autism spectrum as they learn to establish healthy sleeping habits. It discusses: (1) why sleep is important; (2) the need to seek support from medical professionals; and (3) strategies to improve sleep (explaining the importance of sleep to the adolescent; establishing a bedtime routine; creating a comfortable sleep environment; and ensuring diet and exercise habits are supportive of sleep).
Developmental Relations among Motor and Cognitive Processes and Mathematics Skills
Author: Kim, Helyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Child Development,Visual Perception,Psychomotor Skills,Attention,Mathematics Skills,Young Children,Kindergarten,Grade 1,Grade 2,Grade 3,Longitudinal Studies,Correlation,Age Differences,Developmental Stages,Cognitive Processes

This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed. [This article was published in &quot;Child Development&quot; (EJ1172408).]
Teaching in Teams: A Planning Guide for Successful Collaborations. CRLT Occasional Paper No. 37
Author: Meizlish, Deborah
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Team Teaching,Teacher Collaboration,Educational Planning,Teamwork,Thinking Skills,Educational Benefits,Expertise,Teacher Student Relationship,Program Implementation,Teaching Models,Educational Strategies,Teacher Effectiveness

Team-taught courses have the potential to enrich experiences for both students and instructors. While the exact motivations for team teaching vary, these courses often share important goals for the students who enroll in them. For example, many team-taught courses seek to promote students' development of higher-order thinking skills by enabling them to interact with instructors who have different sets of expertise and perspectives (Bacharach, Heck, &amp; Dahlberg, 2008; Bierwert, 2011; Helms, Alvis, &amp; Willis, 2005). This is particularly true for educational programs intending to help students grapple with the scope and complexity of real-world challenges (Helms et al., 2005; Weinberg &amp; Harding, 2004, Bierwert, 2011). Other courses teach successful collaboration in part by using the instructors themselves as a model of productive teamwork, whether in general (Carpenter, Crawford &amp; Walden, 2007; Helms et al., 2005; Yanamandram &amp; Noble, 2006;) or across salient social identities (Anderson &amp; Speck, 1998; Ouellett &amp; Fraser, 2011). In addition to higher-order thinking and collaborative skills, team-taught courses can provide other benefits for students. For example, a team of instructors can provide students with more access to advice and help with course material (Yanamandram &amp; Noble, 2006). Multiple sources of instructional expertise, experiences, or identities can also help ignite interests and motivations across a broader array of students (Yanamandram &amp; Noble, 2006). This Occasional Paper is designed to identify practices and resources to support the successful development and implementation of team-taught courses. The authors first identify a range of team teaching models and highlight some of their key features. They then turn to common challenges and key strategies for mitigating these challenges.
Supporting Communication in High School. Autism at-a-Glance
Author: Butler, C.
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: High School Students,Autism,Pervasive Developmental Disorders,Communication Skills,Adolescents,Verbal Communication,Nonverbal Communication,Expressive Language,Comprehension,Interpersonal Communication

&quot;Autism at-a-Glance&quot; is designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents on the autism spectrum. This issue focuses on understanding and improving the communication skills of adolescents on the autism spectrum. The content specifically targets the needs of students who are able to communicate conversationally. Examples are provided in the context of academic courses and teacher and peer relationships. It examines three issues: (1) comprehension; (2) expressive communication; and (3) interacting with others. For each topic, it looks at potential areas of difficulty and what this might look like in the classroom. It also provides five key strategies for supporting these three areas: (1) priming; (2) additional processing time; (3) modeling; (4) peer supports; and (5) social connections.
Supporting Functional Communication in High School. Autism at-a-Glance
Author: Butler, C.
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,High School Students,Secondary School Teachers,Family Role,Teacher Role,Communication Skills,Interpersonal Communication,Communication Problems,Expressive Language,Receptive Language,Interaction,Peer Influence,Time,Visual Aids

&quot;Autism at-a-Glance&quot; is designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents on the autism spectrum. This issue was designed to support high school staff and family members in understanding and improving the communication skills of adolescents on the autism spectrum. The content was developed to specifically target the needs of students who have more significant communication needs. Students on the autism spectrum exhibit characteristic difficulties associated with communication. Deficits appear in three main areas: (1) comprehension; (2) expressive communication; and (3) interacting with others. For each topic, it looks at potential areas of difficulty and what this might look like in the classroom. It also provides five key strategies for supporting these three areas: (1) visual supports; (2) additional processing time; (3) opportunities for communication; (4) modeling; and (5) peer supports and social connections.
Millions Learning Real-Time Scaling Labs: Designing an Adaptive Learning Process to Support Large-Scale Change in Education
Author: Perlman Robinson, Jenny
Date: 2018-07-00
Type: Reports - Research
Subjects: Educational Quality,International Cooperation,Intervention,Scaling,Educational Change,Evidence Based Practice,Educational Improvement,Educational Cooperation,Educational Innovation,Program Implementation,Program Design

Millions Learning, a project of the Center for Universal Education (CUE) at the Brookings Institution, addresses the question of how to scale quality education for all children and youth. CUE is launching Real-time Scaling Labs in partnership with local institutions in a number of countries and U.S. cities to generate more evidence and provide practical recommendations around the process of scaling in global education, encouraging a stronger link between research and practice. These labs are not physical spaces, but rather a process established by CUE and partner institutions to learn from, support, and document existing efforts to scale interventions focused on improving children's learning as they unfold in real-time. This will include observing, gathering, and analyzing data, as well as encouraging self-reflection, recommending course corrections based on existing evidence, documenting the scaling process in real-time, and sharing ongoing learning with those involved. The ultimate goal is to support initiatives as they scale while simultaneously gaining deeper insight into how policymakers, civil society, and the private sector can most effectively work together to bring about large-scale transformation in the quality of children's learning and their development. The purpose of the report is to examine the development and design of the Real-time Scaling Labs. [Additional support from EAFIT University, and the Jacobs Foundation.]
Circle Time Revisited: How Do Preschool Classrooms Use This Part of the Day?
Author: Bustamante, Andres S.
Date: 2018-06-18
Type: Reports - Research
Subjects: Preschool Education,Classroom Techniques,Educational Practices,Instructional Effectiveness,Teaching Methods,Classroom Communication,Class Activities,Educational Quality,Urban Schools,Disadvantaged Environment,Incidence,Interpersonal Communication,Student Participation,Preschool Teachers,Learner Engagement,Child Language,Preschool Children,Teacher Student Relationship

Circle time is a near universally used preschool activity; however, little research has explored its nature, content, and quality. This study examined activity types, teacher and child talk, child engagement, and classroom quality in a sample of public preschool classrooms in an urban, high-poverty school district. Results demonstrated that teacher talk was twice as prevalent as child talk, and there was a lack of back-and-forth exchanges and open-ended questions. Quality of instruction was low on all dimensions of the Classroom Assessment Scoring System, and child engagement dropped to low levels in about 40% of classrooms. Finally, classroom quality predicted child-to-teacher talk ratio and child engagement. Evidence calls into question the richness and quality of circle time and suggests that even modest improvements in quality and an increased focus on child participation could ensure that educators are not squandering valuable learning time and depleting children's behavioral self-regulation during the first activity of the day. [This paper was published in &quot;Elementary School Journal&quot; v118 n4 Jun 2018 (ISSN-0013-5984) (EJ1180331).]
Teachers of English Language Learners in Secondary Schools: Gaps in Preparation and Support
Author: Santibañez, Lucrecia
Date: 2018-02-00
Type: Reports - Research
Subjects: English Language Learners,Secondary School Teachers,Teacher Education,Educational Resources,Student Needs,Educational Needs,Teacher Attitudes,Urban Schools,School Districts,Self Efficacy,Language Usage,Knowledge Base for Teaching,Teacher Effectiveness,Second Language Learning,English (Second Language),Bilingual Teachers,Language Proficiency,Teacher Characteristics,Coaching (Performance),Faculty Development

Across the nation, nearly all teachers can expect to have EL students in their classrooms. The challenges of teaching ELs students are particularly acute in the nation's secondary schools. There is evidence to suggest that the lack of preparation to teach ELs is generally weak, but even more so for secondary teachers. We analyze data from a survey distributed among secondary teachers in a large urban school district to examine how well prepared they feel to teach ELs. Without special preparation, even good teachers may find it difficult to meet the needs of ELs, and many secondary EL teachers note that the preparation and support they most want and need is the least available to them. The study also points out that the resources to assist these teachers may be in greater supply than is apparent.
Basic eSkills--Foundation or Frustration: A Research Study of Entering Community College Students&apos; Computer Competency
Author: Goldsmith, Diane J.
Date: 2006-05-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Test Construction,Performance Based Assessment,Two Year College Students,Community Colleges,Student Characteristics,Age Differences,Socioeconomic Status,Barriers,Self Efficacy

Students who engage in eLearning without basic computer skills may struggle with the technology instead of the academic content, drop out of courses, and then be excluded, not only from online learning, but also from technology enhanced, classroom-based learning. The purpose of this study was to identify those students, and whether those without skills could self-identify, or whether an assessment tool would be necessary to determine students' skill levels. This included: 1) confirming that a technology literacy assessment is truly needed and 2) creating a valid and reliable assessment tool to measure incoming students' ability to meet these minimum requirements. With the financial support of the Alfred P. Sloan Foundation and using the simulation software built by Course Technology, a 17-item performance-based assessment was built, including the basic skills identified in the Statement of Minimal Technical Literacy for Incoming College Students (see appendix). The Basic Computer Skills Assessment was administered to 2090 students in five Connecticut Community Colleges, of which 1459 registered for classes in the fall of 2006. Most students were found to bring a foundation of basic computer skills to their first day of class, but it was not necessarily a strong foundation. Fewer than one-fifth of the students tested were able to complete all of the tasks correctly. Students demonstrated the most trouble with tasks such as sending an email with an attachment, replying to email, and entering a uniform resource locator in a web address bar. In the sample studied, the demographics indicated higher proficiency for males, younger students, students who had higher family incomes, students who did not have GEDs, and students who showed proficiency in reading and writing. For those older, less proficient students from poorer families, the lack of these skills would constitute one more barrier to their success in college. Identifying and remediating these requisite skills before students enter their first college classroom would remove one of these barriers. Although students did not accurately self-assess their abilities, the simulation software offered by Course Technology provided a reliable and valid method of assessing students' abilities to perform these tasks. Eleven recommendations for eLearning practitioners are offered based on the study results. The following is appended: Statement of Minimal Technical Literacy for Incoming College Students. [This document was produced by the Connecticut Distance Learning Consortium.]
Student Access to Benefits. Fact Sheet
Author: Welton, Carrie
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: College Students,Barriers,Educational Finance,Tuition,Paying for College,Student Financial Aid,Low Income Groups,Hunger,Homeless People,Access to Education,Social Services

Only 37 percent of college students fit the stereotype of a recent high school graduate who attends a four-year institution directly after high school. In reality, the average college student is older, has more work and family obligations, and often attends part time. Unfortunately, financial aid, public benefit, and higher education policies haven't caught up to these changing demographics. Combined with the rising cost of tuition, these dated policies hinder program completion and success in the workforce. The rapid increase in college costs and flat or reduced funding in student aid has resulted in significant unmet need. Consequently, low-income students are borrowing more, working more hours, taking fewer courses, or dropping out altogether. This fact sheet, provides an overview of today's students and describes the barriers to success they face. It concludes with recommendations for improving access to public benefits for college students.
Executive Functions in Learning Mathematics by Comparing Representations: Incorporating Everyday Classrooms into the Science of Learning
Author: Begolli, Kreshnik Nasi
Date: 2018-00-00
Type: Reports - Research
Subjects: Executive Function,Mathematics Achievement,Individual Differences,Mathematics Teachers,Mathematics Instruction,Thinking Skills,Grade 5,Elementary School Students,Video Technology,Elementary School Teachers,Problem Solving,Color,Interference (Learning),Reaction Time,Visual Stimuli,Teacher Attitudes

Individual differences in executive function (EF) are well established to be related to mathematics achievement, yet the mechanisms by which this occurs are not well understood. Comparing representations (problems, solutions, concepts) is central to mathematical thinking, and relational reasoning is known to rely upon EF resources. The current manuscript explored whether individual differences in EF predicted learning from a conceptually demanding mathematics lesson requiring relational reasoning. Analyses revealed that variations in EF predicted learning when measured at a delay. Thus, EF capacity may impact students' overall mathematics achievement by constraining their resources available to learn from cognitively demanding reasoning opportunities in lessons. To assess the ecological validity of this interpretation, we report follow-up interviews with mathematics teachers who raised similar concerns that cognitively demanding activities such as comparing multiple representations in mathematics may differentially benefit their high versus struggling learners. Broader implications for ensuring that all students have access to, and benefit from, conceptually rich mathematics lessons are discussed. We also highlight the utility of integrating methods in science of learning (SL) research. [This is the online version of an article published in &quot;Thinking &amp; Reasoning.&quot;]
Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces
Author: Hassinger-Das, Brenna
Date: 2018-00-00
Type: Journal Articles
Subjects: Play,Urban Planning,Urban Areas,Child Development,At Risk Persons,Young Children,Early Childhood Education,Equal Education,Games,Holistic Approach,Physical Activities,Community Programs,Outdoor Education,Signs,Foreign Countries,Low Income Groups,Food,Health Promotion,Retailing,Informal Education

Children from under-resourced communities regularly enter formal schooling lagging behind their peers. These deficits in areas such as language development, reading readiness, and even in the kind of spatial skills that predict later mathematical knowledge, may persist throughout their lifespan. To address such gaps, policymakers have focused largely on schooling as the great equalizer. Yet, children only spend 20% of their waking hours in school. How can developmental scientists and educators address this &quot;other 80%&quot; for the benefit of children's development? One answer is the Learning Landscapes initiative, which involves crafting carefully planned play experiences that focus on learning outcomes, particularly for children and families from under-resourced communities. Playful learning, a broad pedagogical approach featuring child-directed play methods, provides a unique way to foster learning and engagement organically within the built environment. Learning Landscapes already incorporates several well-documented projects. The Ultimate Block Party brought over 50,000 people to Central Park to engage in playful learning activities. Supermarkets became hotspots for caregiver-child interaction by simply adding prompts for caregiver-child interaction through signage in everyday &quot;trapped&quot; experiences. Urban Thinkscape transformed a bus stop and adjacent lot into a hub for playful learning while families were waiting for public transportation. Finally, Parkopolis is a life-size human board game that fosters STEM and reasoning skills in public spaces. This paper reflects on data from these projects while reflecting on lessons learned and future directions.
College Transformed: Five Institutions Leading the Charge in Innovation
Author: Dunagan, Alana
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Sustainability,College Freshmen,Paying for College,Experiential Learning,Competency Based Education,Adult Learning,School Business Relationship,Online Courses,Virtual Universities

The history of American higher education has long been dominated by a battle of sustaining innovation. This paper highlights five diverse institutions that are tackling a broad range of problems in their efforts to innovate and sustain: (1) Arizona State University's open-access Global Freshman Academy creates a new pathway into the institution, and an innovative business model allows students to pay when they successfully complete courses; (2) Northeastern University draws on its expertise in experiential learning to establish a coding and analytics bootcamp that defines success by student outcomes in the workforce; (3) University of Wisconsin (UW) addresses workforce challenges in the state by deploying a competency-based degree program that draws on the academic resources of the UW System to develop new, accessible programs targeted to adult learners; (4) Simmons College, in partnership with a company called 2U, transformed its business model by developing high-quality, online graduate programs that expand its reach beyond geographical constraints; and (5) Southern New Hampshire University's radically affordable College for America creates opportunities for adult learners through a competency-based degree program in which the university partners with employers.