ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Preservice Teachers to Be Agents of Social Justice: Examining the Effectiveness of Using Literature Circles in a Reading Methods Course
Author: Davis, Cheron H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Social Justice,Reading Instruction,Methods Courses,Group Activities,Knowledge Level,Activism,Recreational Reading,Self Efficacy,Group Discussion,Identification (Psychology),Cultural Awareness,Minority Groups,Reading Materials,Textbooks,Textbook Content,Student Diversity,Black Colleges,Elementary Education,Early Childhood Education,Elementary Secondary Education,Student Attitudes,Program Effectiveness,Cultural Pluralism

This study, rooted in the evaluation of a reading methods course, sought to determine the implications for preservice teachers (PSTs) who participated in literature circles that intentionally used multicultural literature to discuss social justice issues. Using an interpretative mixed-methods approach, we collected quantitative surveys and conducted individual interviews to determine the participants' perception of the effects that the implementation method (literature circles) and the curriculum content (multicultural texts) had on their knowledge and professional efficacy. The findings of this study suggest that the course, with an embedded literature circle component, is an essential aspect of the broader teacher development program. Encouraging social activism, promoting recreational reading, and improving PSTs' ability to facilitate literary discussions around issues of social justice increases their confidence and personal efficacy. Further longitudinal research should be conducted to determine the direct effects this would have on their ability to create change agents in their future classrooms.
Investing in Student Success at Community Colleges: Lessons from Research on Guided Pathways. Federal Policy Brief
Author: Columbia University, Community College Research Center
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Success,Educational Change,Change Strategies,Educational Quality,Models,Student Needs,Barriers,Program Effectiveness,State Programs,Program Development,Student Recruitment,Student Personnel Services,Academic Advising,Planning,Program Evaluation,Costs,Government Role,Federal Government,Grants,Incentives,Student Financial Aid,Accreditation (Institutions)

Investing in community colleges is a central part of the Biden administration's education agenda, with the goal of strengthening America's middle class and opening the benefits of education to all Americans. CCRC has conducted 25 years of research on how community colleges can more effectively educate students and set them up to successfully transfer to a four-year college, launch a family-sustaining career, or upskill to get a better job. Our research has led to the conclusion that systemic, whole-college reform is needed to reach all students and to help many more of them reach their goals. Guided Pathways is a comprehensive reform approach whereby community colleges fundamentally redesign their programs and support services in ways that create clearer, more educationally coherent pathways to credentials with strong labor-market value. It is currently being implemented by hundreds of colleges across the country. Guided Pathways is not an intervention but rather a framework that the federal government, states, and colleges can use to strengthen community colleges and improve student outcomes. In this brief, we explain what Guided Pathways is, why we think it has promise, what it costs, and how it can help improve student success on a large scale and thus grow a stronger, more prosperous, and more inclusive middle class.
Impact of Ecology-Based Nature Education on the Behavior of Secondary School Students
Author: Kahyaoglu, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Ecology,Secondary School Students,Natural Resources,Student Behavior,Conservation (Environment),Program Effectiveness,Behavior Change,Foreign Countries,Student Attitudes,Learning Activities,Consciousness Raising,Animals

Urbanization decreased natural habitats and technological developments cause children to become more and more disconnected from nature (Kahyaoglu &amp; Yetisir, 2015). This disconnection has increased interest in ecology-based nature education in many countries. Ecology-based nature education is an out-of-school education program that enables to develop awareness of nature and environment in individuals, protect living and inanimate beings in nature, and better understand human-nature relations. It covers a wide range of people from preschool, primary, secondary, undergraduate, graduate and teachers. Accordingly, it is seen that there has been an increase in studies on ecology-based nature education in recent years (Keçeci, Kirbag-Zengin &amp; Alan, 2019; Özgel, Aydogdu &amp; Yildirim, 2018; Kinik-Topalsan, Türk &amp; Güler, 2019; Temiz &amp; Karaarslan-Semiz, 2019). However, when the articles on this field are examined, it is seen that the studies on the role and effect of ecology-based nature education on the behavior of students connecting to nature are not enough. The aim of this research is to examine the impact of ecology-based nature education on the behavior of secondary school students towards nature within the framework of Bowlby's theory of attachment and to present their views on ecology-based nature education applied. In this context, the research was carried out with a mixed method research pattern. The working group of the study consists of 40 students, who participated in the training with the principle of volunteerism, in a province located in Southeastern Anatolia Region of Turkey. All activities of this training were carried out within the borders of the province. Quantitative data of the study were obtained by &quot;Nature Commitment Scale&quot; and qualitative data were obtained by semi-structured interview form. Quantitative data of the study were analyzed by independently related sample t-test and qualitative data were analyzed by content analysis. In the study, it was determined that ecology-based nature education had a statistically significant effect on the connection behavior of secondary school students to nature. In addition, it was determined that secondary school students who participated in ecology-based nature education with some expectations such as, raising awareness, doing activities, gaining experience and communicating. After the training, it was determined that the expectations of the students were met.
Reading Programmes for Secondary Students: Evidence Review
Author: Baye, Ariane
Date: 2019-07-00
Type: Information Analyses
Subjects: Foreign Countries,Secondary School Students,Reading Programs,Reading Instruction,Program Effectiveness,Instructional Effectiveness,Small Group Instruction,Tutoring,Cooperative Learning,Interdisciplinary Approach,Teaching Methods,Reading Strategies,Metacognition

Recent initiatives in the UK and the US have added greatly to the amount and quality of research on the effectiveness of secondary reading programmes, especially programmes for struggling readers. This review of the experimental research on secondary reading programmes focuses on 69 studies that used random assignment (n=62) or high-quality quasi-experiments (n=7) to evaluate outcomes of 51 programmes on widely accepted measures of reading. Categories of programmes using one-to-one and small-group tutoring, cooperative learning, whole-school approaches including organisational reforms such as teacher teams, and writing-focused approaches showed positive outcomes. Individual approaches in a few other categories also showed positive impacts. These include programmes emphasising arts, humanities and science, structured strategies, and personalised and group/personalisation rotation approaches for struggling readers. Programmes that provide a daily extra period of reading and those utilising technology were no more effective, on average, than programmes that did not provide these resources. The findings suggest that secondary readers benefit more from socially and cognitively engaging teaching than from additional reading periods or technology. [This report was adapted from Baye, Lake, Inns, &amp; Slavin (2019), Effective reading programs for secondary students. &quot;Reading Research Quarterly,&quot; 54(2), 133-166. For the related guidance report, see ED612217.]
School-to-Work Transitions and Wage Outcomes of Texas Colonia Populations. Policy Brief
Author: Olmedo, Carlos
Date: 2018-03-00
Type: Reports - Research
Subjects: High School Students,Low Income Students,Outcomes of Education,Education Work Relationship,Employment Patterns,Wages,Hispanic American Students,Work Experience,Educational Attainment,Gender Differences,Technical Education,Housing,Salary Wage Differentials,Vocational Education,Community Colleges,Credentials,Tech Prep

This study assesses the human capital development and wage performance of low-income students from geographically isolated and substandard housing settlements known as colonias. The research follows Texas high school students from the classroom to employment over a span of two decades and, specifically, tracks the three border regions where most colonia communities are located. In addition, education and wage regressions are modeled to quantify the adverse effects of residential segregation. Findings indicate that colonia students are more likely to enroll in high school Tech Prep, count on community college credentials, and earn lower wages; the latter largely driven by work experience, educational attainment, type of employment, and gender. Recommended policy prescriptions include improving the high school-to-college-to-work pipeline for students with technical education, especially for women, as well as increasing their college transitions to 4-year programs. Poor infrastructure, unregulated code compliance and incremental self-building over many years has consequently led to some of the worst quality housing and hazardous health conditions. Little systematic scholarship has investigated the intersection between housing informality, residential segregation and human capital, a void this research fills by addressing two central questions: (1) What are the school-to-work and wage outcomes for high school students from colonias?; and (2) Does residential segregation adversely affect the education and work outcomes of colonia students?
The Role of Organizational Routines in Research Use in Four Large Urban School Districts. Technical Report No. 5
Author: Coburn, Cynthia E.
Date: 2020-12-00
Type: Reports - Research
Subjects: Urban Schools,School Districts,Research Utilization,Decision Making,Instructional Leadership,Administrative Organization,Central Office Administrators,Public Schools,Faculty Development,English Instruction,Language Arts,Elementary Schools

School district central offices make consequential decisions about teaching and learning every day that impact the educational opportunities and outcomes for millions of students in our nation's public schools. Given the consequential nature of these decisions, it is important that district leaders use the highest quality research, alongside other forms of information, to support their decision- making about instruction. But there is considerable variability in what and how district leaders use research. This raises the question: What conditions enable school district leaders to use research, alongside other forms of information, in their decision-making? In this report, we focus on organizational routines, which are a central medium through which instructional decisions are made in school districts. Routines may matter for research use because they bring particular people together at particular moments in the decision-making process, shaping what and how decisions are made, and likely the role of research therein. However, organizational routines have received little attention in existing scholarship on research use. We employed a comparative case study approach of four large districts. These districts vary in two dimensions - the extent to which they drew on external sources of research, and the presence of organizational routines - that prior theory suggested mattered for research use. Data collection involved interviews of district leaders on their decision-making in mathematics and English Language Arts (ELA) at the elementary level. For this report, we focused on 140 interviews with district leaders that related to district organizational routines around ELA professional development. In all four districts, district leaders accomplished the complex work of instructional decision-making around ELA professional development by using multiple, interrelated, routines that both divided up decision-making into different tasks and also connected decision-making between individual routines. Districts divided-up the disparate work of decision-making into three different types of routines: design, deployment, and diagnosis. All four districts drew on common sources for information, including data, research, individuals, and organizations. But, each district had distinct portraits of information use in their decision-making. They varied in the number of distinct information sources (range), the relative distribution of information types (balance), and the degree to which a fewer or larger number of district leaders invoked research and other forms of information (spread).
Evaluation of Career Learning Pilots: Flexible Learning Fund. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-03-00
Type: Reports - Research
Subjects: Foreign Countries,Pilot Projects,Adult Students,Student Participation,Educational Attainment,Student Characteristics,Program Implementation,Student Recruitment,Program Design,Student Experience,Academic Persistence,Student Attitudes,Outcomes of Education,Program Evaluation,Adult Education,Student Motivation,Educational Quality,Access to Education

In 2017, the government launched Career Learning Pilots in order to test the design and provision of various training approaches for working adults with low to intermediate skills. As part of this initiative, the Department for Education provided approximately £11.3 million in funding to pilot projects that offered flexible and accessible ways of delivering learning to adults with low or intermediate skills who were either in work or seeking to return to the workplace. Thirty-one projects were awarded funding based on their ability to meet the required eligibility criteria. One of the projects subsequently withdrew from the pilot, leaving 30 projects. Following a development period in 2017/18 all projects were required to trial delivery with learners during the 2018/19 academic year. The evaluation had four key aims: (1) To measure learner uptake and attainment compared with standard modes of delivery; (2) To identify what proportion of adults enrolled on the course were the target group; (3) To evaluate the implementation of the Flexible Learning Fund (FLF) to provide formative feedback on processes; and (4) To identify the scalability of different aspects of the FLF pilots. The evaluation took a mixed-method approach, using a mixed-mode survey of FLF learners and analysis of administrative data from the Individualized Learner Record (ILR). It also included qualitative research involving in-depth case studies with eleven pilot providers, in-depth telephone interviews with a representative from 15 other lead providers not included in the case studies, and telephone interviews with 40 learners around six months after their course had finished. [This report was written with Kantar.]
EU Exit: Estimating the Impact on UK Higher Education. Research Report
Author: Conlon, Gavan
Date: 2021-02-00
Type: Reports - Research
Subjects: Foreign Countries,Outcomes of Education,Higher Education,Foreign Students,Enrollment,Tuition,Undergraduate Students,Graduate Students,Educational Policy

London Economics were commissioned by the Department for Education to undertake an analysis of: (1) The price elasticity of international student enrolments with respect to changes in the level of tuition fees charged -- separately at undergraduate and postgraduate level, and for EU and non-EU domiciled students; and (2) The potential impact on first-year EU student enrolments and associated tuition fee income for UK higher education institutions (HEIs). The first research objective is investigated using an econometric framework, distinguishing between domicile (EU and non-EU) and level (undergraduate and postgraduate). The impact channels identified under the second research objective are then modelled and analysed in Excel, at an aggregate sector level and by university 'clusters' (based on Boliver (20152)). For both objectives, multiple sensitivity analyses are performed to determine the stability and robustness of the results.
Examining Congruence in Parent-Teacher Perceptions of Middle School Supports for Students and Families
Author: Garbacz, S. Andrew
Date: 2021-01-00
Type: Reports - Research
Subjects: Parent Attitudes,Teacher Attitudes,Congruence (Psychology),Middle School Teachers,Family Involvement,Parent School Relationship,Student Behavior,Predictor Variables,Public Schools,Middle Schools

The purpose of this study was to examine parent-teacher congruent perceptions of middle school structures to support parent monitoring of children's behavior. We examined family educational involvement and school's communication and support to families as predictors of congruence, as well as congruence as a predictor of children following school rules and expectations. Participants were 415 teachers and 5003 parents across 40 public middle schools in the Northwest Region of the U.S. Mixed-effects regression was used to examine the cross-sectional data. School size and student eligibility of free or reduced price school lunch were included as school-level covariates. Results suggested that higher levels of teacher-reported family involvement and school communication and support to families were significantly associated with greater parent-teacher congruence. In addition, results suggested that greater parent-teacher congruence was significantly associated with higher levels of teacher-report of children following school rules and expectations. Implications for research on parent-teacher congruence and family-school collaboration are discussed at the school system level in terms of parent monitoring of children's behavior. Practical applications are reviewed for public middle schools. [This paper will be published in &quot;Psychology in the Schools.&quot;]
Applying Behavioural Insights to Increase Female Students&apos; Uptake of STEM Subjects at A Level. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2020-11-00
Type: Reports - Research
Subjects: Females,STEM Education,Course Selection (Students),Intervention,Program Effectiveness,Student Behavior,High Achievement,Gender Differences,Student Attitudes,Value Judgment,Parent Attitudes,Expectation,Parent Influence,Teacher Influence,Social Influences,Sex Stereotypes,Parent Education,Foreign Countries,Secondary School Students,Intention,Postsecondary Education,Student Characteristics,Institutional Characteristics

Female students are much less likely than their male counterparts to take A levels in certain STEM (Science, Technology, Engineering and Maths) subjects. This is problematic for gender equality but also limits the country's capacity to address the growing national STEM skills shortage. This research was commissioned to design and test the effectiveness of two sets of interventions based on behavioural insights theory, to increase the number of high-achieving female students choosing STEM subjects at A Level. This report also seeks to make recommendations based on the efficacy of the interventions to inform further research and more broadly, to help develop targeted actions to improve diversity in STEM participation. [This report was written by the Department for Education, Behavioural Insights Team.]
Access to High-Quality Instruction: Assessing the Distribution of Teacher and Principal Quality in Texas. Policy Brief
Author: Knight, David S.
Date: 2018-06-00
Type: Reports - Research
Subjects: Educational Quality,Teacher Effectiveness,Administrator Effectiveness,Principals,Qualifications,Teacher Distribution,Educational Equity (Finance),State Policy,Disproportionate Representation,Minority Group Students,Low Income Students,Elementary Secondary Education,Urban Schools,Labor Market,Educational Trends,Access to Education,Educational Legislation,Federal Legislation,School Districts,School District Size

This policy brief presents evidence that historically underserved students in Texas are less likely to be assigned to the most qualified and effective educators. Prior research and policy efforts have focused on teacher and principal sorting across schools in the same district, and districts' employee transfer provisions. Yet this study demonstrates that educator quality gaps are caused primarily by sorting of teachers and principals across school districts, and in particular, across districts in the same labor market. The purpose of this policy brief is to provide background on research on educator quality gaps, describe the findings of a study of educator quality gaps in Texas, and provide recommendations for policymakers aiming to improve access to high-quality teachers and principals for historically underserved students. The study focuses on the following two research questions: (1) To what extent are historically underserved students in Texas disproportionately assigned to lower-quality teachers and principals in the state of Texas and how have these trends changed over time from 1995-96 to the present?; and (2) What proportion of educator quality gaps are caused by sorting across classrooms in the same school (for teachers), across schools in the same district, across districts within the same labor market, and across labor markets in the state of Texas?
Teaching and Learning Post Pandemic
Author: Munday, Dale
Date: 2021-02-26
Type: Reports - Descriptive
Subjects: Educational Change,Pandemics,COVID-19,Foreign Countries,Faculty Development,College Faculty,Web Based Instruction,Curriculum Design,Computer Mediated Communication,Technology Uses in Education

This article aims to offer one perspective on ways that Lancaster University supported its staff in the rapid shift to online teaching and learning in the midst of a global pandemic. The approach centred around the upskilling of staff, with mixed engagement across the suite of support tools and resources, which can be compared to similar situations in the wider Higher Education (HE) sector. A focus on the future of curriculum design and the associated requirements at an institutional- and sector-wide level is addressed in relation to the opportunities and challenges with which we are faced. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]