ethanporcaro/eric-fulltext-meta huggingface dataset:
Achieve 180 Program Evaluation, Part B: Progress toward Goals and Objectives, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-02-18
Type: Reports - Research
Subjects: Program Evaluation,Program Implementation,School Districts,Educational Environment,Elementary School Students,Middle School Students,High School Students,Accountability,Academic Achievement,Standardized Tests,Educational Improvement,Campuses,State Standards,Teacher Leadership,Teacher Effectiveness,Administrator Effectiveness,Student Characteristics,Experimental Groups,Principals,Intervention,Advanced Placement,School Surveys,Comparative Analysis,Socialization,Emotional Development,Student Participation,Academic Support Services,Educational Facilities Design,Educational Objectives,Emergent Literacy,Reading Instruction,Mathematics Instruction,College Readiness,Career Readiness,College Entrance Examinations,Attendance,Vocational Education,Alignment (Education)

In 2017-2018, the Houston Independent School District (HISD) launched Achieve 180, a program centered upon a comprehensive action plan to increase student achievement at 45 schools, including the 27 schools that received the Texas Education Agency Campus Accountability rating of &quot;Improvement Required&quot; (IR) in 2016-2017 and 18 former IR schools, campuses that received the IR rating in 2015-2016, but received the &quot;Met Standard&quot; rating in 2016-2017. In February 2018, one of the charter schools closed, leaving 44 participating campuses. The Achieve 180 Program was created to support, strengthen, and empower these underserved and underperforming schools and their communities using best practices for successful school turnaround, including effective teachers, strong principal leadership, and school environments of high expectations for students and staff. The program's six pillars of (1) Leadership Excellence; (2) Teaching Excellence; (3) Instructional Excellence; (4) School Design; (5) Social and Emotional Learning Support; and (6) Family and Community Empowerment guide the framework to strategically transform educational processes at the 44 Achieve 180 Program schools and throughout their feeder patterns, and impact nearly 2,000 teachers and 30,000 students. The purpose of this 2017-2018 (Year 1) report is to evaluate the Achieve 180 Program's alignment to the District's goals, assess program outcomes for 2016-2017 (baseline) and 2017-2018 (Year 1), delineate program implementation in 2017-2018 (Part A), and assess progress made toward program goals and objectives in 2017-2018 (Part B). [To view &quot;Achieve 180 Program Evaluation, Part A: Implementation and Preliminary Findings, 2017-2018,&quot; see ED598410.]
College Textbook Affordability: Landscape, Evidence, and Policy Directions. Policy Report
Author: Jaggars, Shanna Smith
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Textbooks,Open Educational Resources,Electronic Publishing,Costs,State Legislation,Printed Materials

Across the Midwest, colleges and universities are saving students millions of dollars through textbook affordability initiatives, primarily through OER creation and adoption programs and Inclusive Access bulk-purchase discount programs. Notable examples of textbook affordability initiatives include Indiana University's eTexts Initiative and Ohio's Open Ed Collaborative. The two initiatives take very different approaches to addressing textbooks costs, and each serves as a potential model for other states and institutions to adapt. State legislation has played a role in bolstering textbook affordability initiatives, with states such as Illinois, Indiana, Michigan, North Dakota, and Ohio passing or introducing OER or Inclusive Access related legislation since 2013. For policymakers and others who wish to support affordable alternatives to high-cost textbooks, it is helpful to understand the range of available alternatives, how these alternatives are typically implemented, and how policy might enable or incentivize that implementation. This report discusses the ongoing escalation of college textbook costs, the benefits and challenges of more affordable options, implementation examples for two key options, and policy recommendations for supporting textbook affordability at scale.
What Does It Really Mean to Be College and Work Ready? The Mathematics and English Literacy Required of First Year Community College Students. Executive Summary
Author: National Center on Education and the Economy (NCEE)
Date: 2013-05-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Community Colleges,Two Year College Students,College Mathematics,College English,Mathematics Skills,Reading Skills,Writing Skills,Introductory Courses,Freshman Composition,Textbooks,Required Courses

There is a strong consensus that students ought to leave high school ready for both college and careers. But what, exactly, does that mean? This summary provides an overview of the first attempt to answer that question with empirical research. Presented is an empirical analysis of the mathematics and English literacy skills needed in a range of initial required community college introductory courses in a diverse range of programs of study. Separate full reports are available for both English and mathematics. For mathematics, data was collected on the mathematics that are actually taught in the initial credit bearing courses in those programs, and in the initial mathematics courses these programs require students to take. This was done by analyzing the textbooks and exams and other work assignments used in these courses. For English, materials were collected, including graded student assignments, tests and examinations from each college to to analyze the reading and writing skills that are required in the initial credit-bearing courses in those programs, and in the first year English Composition course required by each program. Also analyzed were the reading levels needed to understand the material in the textbooks used in those courses. [For &quot;What Does It Really Mean to Be College and Work Ready? The English Literacy Required of First Year Community College Students,&quot; see ED598413. For &quot;What Does It Really Mean to Be College and Work Ready? The Mathematics Required of First Year Community College Students,&quot; see ED598414.]
Costs of Selective Attention: When Children Notice What Adults Miss
Author: Plebanek, Daniel J.
Date: 2017-00-00
Type: Reports - Research
Subjects: Attention,Young Children,Adults,Age Differences,Cognitive Development,Cues,Memory

One of the lawlike regularities of psychological science is that of developmental progression--an increase in sensorimotor, cognitive, and social functioning from childhood to adulthood. Here, we report a rare violation of this law, a developmental reversal in attention. In Experiment 1, 4­- to 5­- year ­olds (n = 34) and adults (n = 35) performed a change detection task that included externally cued and uncued shapes. Whereas the adults outperformed the children on the cued shapes, the children outperformed the adults on the uncued shapes. In Experiment 2, the same participants completed a visual search task, and their memory for search-relevant and search-­irrelevant information was tested. The young children outperformed the adults with respect to search-­irrelevant features. This demonstration of a paradoxical property of early attention deepens current understanding of the development of attention. It also has implications for understanding early learning and cognitive development more broadly. [This is the online version of an article published in &quot;Psychological Science.&quot;]
Selective Attention, Diffused Attention, and the Development of Categorization
Author: Deng, Wei
Date: 2016-00-00
Type: Journal Articles
Subjects: Classification,Attention,Cognitive Development,Adults,Children,Memory,Age Differences,Cues

How do people learn categories and what changes with development? The current study attempts to address these questions by focusing on the role of attention in the development of categorization. In Experiment 1, participants (adults, 7-year-olds, and 4-year-olds) were trained with novel categories consisting of deterministic and probabilistic features, and their categorization and memory for features were tested. In Experiment 2, participants' attention was directed to the deterministic feature, and in Experiment 3 it was directed to the probabilistic features. Attentional cueing affected categorization and memory in adults and 7-year-olds: these participants relied on the cued features in their categorization and exhibited better memory of cued than of non-cued features. In contrast, in 4-year-olds attentional cueing affected only categorization, but not memory: these participants exhibited equally good memory for both cued and non-cued features. Furthermore, across the experiments, 4-year-olds remembered non-cued features better than adults. These results coupled with computational simulations provide novel evidence (1) pointing to differences in category representation and mechanisms of categorization across development, (2) elucidating the role of attention in the development of categorization, and (3) suggesting an important distinction between representation and decision factors in categorization early in development. These issues are discussed with respect to theories of categorization and its development.
Student-Teacher Relationships of Children with Autism Spectrum Disorder: Distinct Contributions of Language Domains
Author: Feldman, Melanie
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Elementary School Teachers,Elementary School Students,Young Children,Autism,Pervasive Developmental Disorders,Language Skills,Semantics,Syntax,Pragmatics,Teaching Experience,Student Placement,General Education,Special Education,Child Language,Rating Scales,Measures (Individuals)

Background and aims: High quality student-teacher relationships (STR) are important for children's academic and social development. We explore how individual child language domains (semantics, syntax, pragmatics), teacher years of experience, and classroom placement (general or special education) relate to STR quality for children with autism spectrum disorder (ASD) across the school year. Methods and procedures: 191 children with ASD (M[subscript age]=5.6 years) completed a standardized language assessment and their teachers reported on STR quality twice during the school year. Outcome and results: Pragmatics, but not semantics or syntax, had a direct effect on student-teacher closeness. The association between semantics and closeness was moderated by classroom type; for students with low semantics, teacher-reported closeness was lower in general versus special education. Teachers in special versus general education classrooms reported closer relationships. More experienced teachers reported closer and less conflictual relationships. None of the three language domains were associated with student-teacher conflict. Conclusions and implications: Pragmatic and semantic language skills were associated with closer relationships. Language-focused therapies may be effective in carrying over to impact STR quality. Given the stability in relationship quality, targeted interventions should be delivered to teachers at the beginning of the school year to support positive relationship development.
Understanding the New Vision for Career Development: The Role of Family. Info Brief. Issue 39
Author: National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Career Development,Family Role,Individualized Education Programs,Family Involvement,Students with Disabilities,Career Exploration,Career Planning,Skill Development,Job Skills,Job Search Methods,Leadership,Communication Skills,Teamwork,Problem Solving,Interpersonal Competence,Social Networks,Positive Attitudes,Professionalism,Work Experience Programs,Money Management,Youth

This Info Brief introduces families, including families of youth with disabilities, to a new way of looking at career development for youth. This brief discusses the three phases of career development, highlights Individualized Learning Plans as a tool for facilitating the career development process, and offers strategies on how families can be involved.
The Productive Role of Cognitive Reappraisal in Regulating Affect during Game-Based Learning
Author: Spanna, Catherine A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Affective Behavior,Psychological Patterns,Educational Games,Self Control,Physics,Pretests Posttests,Attitude Change,Prediction,Scores,Emotional Response,Video Games,Science Education,Difficulty Level,Recordkeeping

We conducted an exploratory study on affect regulation during game-based learning where 110 college-aged participants (M[subscript age] = 22.14, SD[subscript age] = 1.24; 50.0% female; 70.0% White) played an easy, medium, and difficult level of an educational game (Physics Playground) while self-reporting their strongest affective state and regulation strategies associated with each level. Participants also self-reported their effort and completed a physics posttest after gameplay. We found that frustration, confusion, determination, and curiosity were the dominant affective states (81.4% of total reports) while cognitive reappraisal and acceptance were the major affective regulation strategies (others individually occurred less than 10.1% of the time). Engaging in cognitive reappraisal -- an affective regulation strategy that involves changing the way one thinks about a situation -- was beneficial for successfully solving a level when participants were frustrated or confused, but had no effect when participants were determined or curious. Engaging in cognitive reappraisal when experiencing high frustration/ confusion positively predicted posttest scores, but only for those who put a high amount of effort into the game. For students who were low in effort or low in frustration/confusion, simply accepting one's emotions when experiencing high frustration/confusion was beneficial. We discuss theoretical implications and applications towards game-based learning supports to promote persistence and learning outcomes.
The Challenges and Opportunities of Balanced Systems of Assessment: A Policy Brief
Author: Marion, Scott
Date: 2019-04-30
Type: Reports - Evaluative
Subjects: Educational Assessment,Student Evaluation,Summative Evaluation,Evaluation Methods,Design,Program Implementation,Accountability,Curriculum,Educational Quality

There has been a call for balanced assessment systems which resulted from a recognition that most state summative assessments poorly served the primary purpose of assessment: improving learning and instruction. Educators understand that large-scale summative tests are far too distal from instruction, at the wrong grain size, and administered at the wrong time of year to make a difference in their daily practice. Therefore, the interest in balancing systems of assessment--actually, to &quot;rebalance&quot; these systems--was motivated by the desire to enhance the utility of assessments for improving learning and instruction as well as for monitoring, accountability, and evaluation. In this policy brief, the authors first review key conceptual issues regarding assessment system design and implementation. They then examine likely reasons for the paucity of balanced assessment systems in practice. The authors conclude by outlining an agenda to improve the understanding for designing and implementing balanced systems of assessment to enhance equitable learning and life opportunities for all students.
Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms
Author: Bowers, Nicole
Date: 2019-08-00
Type: Reports - Research
Subjects: Elementary School Teachers,Science Teachers,Grade 4,Science Instruction,Elementary School Science,Educational Change,State Standards,Teacher Competencies,Expertise,Student Centered Learning,Alignment (Education),Lesson Plans

Across the country, states are adopting and implementing either Next Generation Science Standards (NGSS) or new state standards inspired by NGSS. Educators and researchers play a key role in the reform process as we design professional development (PD) and curriculum to support teachers in transitioning to NGSS. In this time of transition, close analysis of NGSS classroom enactments in elementary school can help us design better supports. Our study uses the framework of teacher adaptive expertise (TAE) to conduct a qualitative content analysis of five different fourth-grade teachers enacting the same NGSS lesson, Producing Electricity. To accomplish our analysis, we first synthesized existing literature and refine a working model of TAE in the field of elementary science education. In applying the lens of TAE to our data, we also develop a model of teacher routine expertise (TRE). We empirically illustrate three characteristics of TAE in our study: allowing student agency, adapting to student emergent understanding, and facilitating student-centered science discourse. Our study shows how different teachers use TAE and TRE moves in varying degrees when enacting the same lesson. Our results indicate that TAE moves align with NGSS shifts in the elementary science classroom while TRE moves reflect a more traditional science classroom. Our results have implications for the design of in-service teacher supports during this time of reform. [The paper will be published in the &quot;Journal of Science Teacher Education.&quot;]
The Use of Item Scores and Response Times to Detect Examinees Who May Have Benefited from Item Preknowledge
Author: Sinharay, Sandip
Date: 2019-08-16
Type: Reports - Research
Subjects: Scores,Test Items,Reaction Time,Cheating,Statistical Inference,Identification,Statistical Analysis,Educational Assessment,Licensing Examinations (Professions),Item Response Theory

According to Wollack and Schoenig (2018), benefitting from item preknowledge is one of the three broad types of test fraud that occur in educational assessments. We use tools from constrained statistical inference to suggest a new statistic that is based on item scores and response times and can be used to detect the examinees who may have benefitted from item preknowledge for the case when the set of compromised items is known. The asymptotic distribution of the new statistic under no preknowledge is proved to be a simple mixture of two chi-squared distributions. We perform a detailed simulation study to show that the Type I error rate of the new statistic is very close to the nominal level and that the power of the new statistic is satisfactory in comparison to that of the existing statistics for detecting item preknowledge based on both item scores and response times. We also include a real data example to demonstrate the usefulness of the suggested statistic. [This is the online version of an article published in &quot;British Journal of Mathematical and Statistical Psychology.&quot;]
Immigrant Integration and Immigrant Segregation: The Relationship between School and Housing Segregation and Immigrants&apos; Futures in the U.S.
Author: Bottia, Martha Cecilia
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Immigrants,Social Integration,School Segregation,Housing,Social Discrimination,Residential Patterns,Children,Acculturation,Demography

This report examines the effects of school and residential segregation on immigrant children's outcomes. The first part of the report is an in-depth consideration of the extant scholarly literature on this topic. The author discusses the current situation of immigrants in the United States, offers a definition of immigrants, and mentions several theoretical frameworks commonly utilized in the immigrant literature. The first part of the report includes a thorough review of scholarly literature regarding relationships between school and residential segregation and immigrants' outcomes. The second section of this report provides a variety of data sources to identify general empirical trends regarding the segregation of immigrant children.
Guideposts for Success 2.0. Research Base Paper
Author: National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
Date: 2018-10-00
Type: Information Analyses
Subjects: Disabilities,Transitional Programs,Secondary School Curriculum,High Schools,Educational Practices,Educational Environment,Teacher Effectiveness,Dropout Programs,College Readiness,Remedial Instruction,Access to Education,Career Development,Work Experience Programs,Skill Development,Career Exploration,Access to Computers,Youth Employment,Leadership,Individual Power,Interpersonal Competence,Social Capital,Critical Thinking,Thinking Skills,Individual Development,Health Services,Employment Services,Independent Living,Mental Health Programs,Housing,Transportation,Nutrition,Child Care,Cooperation,Coordination,Family Involvement,Family Influence,Outcomes of Education,Academic Achievement,Expectation,Family Role,Self Determination,Minority Groups,Postsecondary Education,Educational Opportunities,Youth

This paper was written in 2018 by NCWD/Youth [National Collaborative on Workforce and Disability for Youth] to inform the development of the Guideposts for Success 2.0, an update to the original Guideposts for Success published in 2005. Since it was created in 2005, the Guideposts for Success has become nationally recognized as a valuable research-based framework to inform policies and practices designed to prepare and support youth in transition to adulthood. In 2012, NCWD/Youth began an in-depth process aimed at updating the Guideposts for Success to reflect the latest research studies and current professional standards of practice for supporting youth in transition to adulthood across multiple service systems and sectors. The process included reviewing literature related to youth transition from multiple disciplines.
Getting to Better Prep: A State Guide for Teacher Preparation Data Systems. Working Paper
Author: TNTP
Date: 2017-04-00
Type: Guides - General
Subjects: Teacher Education Programs,Information Systems,Data Collection,Best Practices,Program Development,Program Implementation,Educational Benefits,Efficiency,Data Use,State Departments of Education,Program Improvement,Accountability

This report is drafted with state leaders and policy makers in mind, including those who work with or support these education leaders. The information shared in this report will likely be most relevant to states that have either not yet considered a new data system on teacher preparation providers, are only now starting to consider the idea, or are currently embarking on plans to design and implement such a system. This report offers two primary functions to readers. First, it illustrates the benefits of teacher preparation data systems as they have been experienced by states who have them or are building them. It makes the case for this work through &quot;real-life&quot; examples. Second, it offers best practices to help states in moving forward on planning and implementing such systems, drawn from the direct experiences of the featured states. Featured states in this report include: Delaware, Massachusetts, New Jersey, Rhode Island, Illinois, and Louisiana. Each best practice is accompanied by at least one example of how a featured state chose to implement it. Readers should use the best practices offered in this report as a set of guideposts that every state that has done this work believes are critical elements of the process. States should execute each guidepost in the way that is most effective for their own needs. The various examples illustrate how a state could choose to execute the best practice while making clear that states take different approaches to the same practice.