ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Relevance and Importance of Mathematical Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-10
Author: Martin-Raugh, Michelle P.
Date: 2016-08-00
Type: Reports - Research
Subjects: Teacher Certification,Teacher Evaluation,Elementary School Teachers,Teacher Competencies,Teacher Surveys,Pedagogical Content Knowledge,Test Validity,Teacher Characteristics,Instructional Program Divisions,Racial Differences,Ethnic Groups,Geographic Regions,Test Content,Content Validity,Relevance (Education),Beginning Teachers,Teacher Effectiveness,Gender Differences,Mathematics Instruction,Elementary School Mathematics

The purpose of this report is to explore the content-related validity evidence supporting the mathematics components of the &quot;ETS&quot;® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th grade teacher licensure assessment. To establish the content knowledge required for the effective teaching of mathematics in elementary school, we (a) identified content knowledge categories through the use of an expert panel and (b) surveyed a sample of 290 educators to verify that this body of content knowledge is indeed necessary and reasonable for the effective practice of beginning elementary school teachers teaching mathematics. We report information regarding the importance and relevance of mathematics content knowledge areas for both elementary school teachers and faculty members who prepare elementary school teachers. Implications of this work for the mathematics components of the NOTE assessment are discussed. High-Leverage Mathematical Content Areas and Practices are appended. [Some of the content in this report is used in a companion report, &quot;Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-08&quot; (ED570638).]
Young Readers Programme Evaluation 2015/2016
Author: Pabion, Clémence
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Youth Programs,Reading Programs,Program Evaluation,Reading Instruction,Reading Skills,Skill Development,Outcomes of Education,Pretests Posttests,Interviews,Focus Groups,Children,Reading Attitudes,Reading Improvement,Reading Ability,Childrens Literature,Reading Material Selection,Self Esteem,Evaluation Methods,Teacher Attitudes,Student Attitudes,Attitude Change

The Young Readers Programme (YRP) motivates children to read for enjoyment by running a series of three literacy-focused events, teaching children strategies to choose books that are right for them, and showing them that reading can be enjoyable. One of the most effective ways of developing children's literacy skills is to engage them in reading for enjoyment, and this helps children and young people to enjoy more opportunities throughout their lives as a result. To demonstrate this outcome, the National Literacy Trust presents its 2015/16 evaluation of the Young Readers Programme based upon a pre- and post-survey of participating children and a reflective post-survey of participating teachers, as well as interviews and group discussions with teachers, children, and volunteers. Key findings from the report show: (1) Children who took part in the YRP read an increased range of reading materials at the end of the project; (2) Children who took part in the YRP showed improved attitudes towards reading. In particular, they believed that their own reading ability and book choice skills improved; and (3) Children who started the project not seeing themselves as good readers and not enjoying reading show particularly positive reading outcomes. This evaluation suggests that the programme has the potential to ignite a love of reading in those who have not yet fully explored their reading preferences, and also suggests that the Young Readers Programme is successful in reaching out to disengaged readers.
Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-08
Author: Martin-Raugh, Michelle P.
Date: 2016-08-00
Type: Reports - Research
Subjects: Language Arts,Teacher Certification,Teacher Evaluation,Elementary School Teachers,Teacher Competencies,Teacher Surveys,Pedagogical Content Knowledge,Test Validity,Teacher Characteristics,Instructional Program Divisions,Racial Differences,Ethnic Groups,Geographic Regions,Test Content,Content Validity,Relevance (Education),Beginning Teachers,Teacher Effectiveness,Gender Differences

The purpose of this report is to explore the content-related validity evidence supporting the English language arts (ELA) components of the &quot;ETS&quot;® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th-grade teacher licensure assessment. To establish the content knowledge required for the effective teaching of ELA in elementary school, we (a) identified content knowledge categories through the use of an expert panel and (b) surveyed a sample of 279 educators to verify that this body of content knowledge is indeed necessary and reasonable for the effective practice of beginning elementary school teachers teaching ELA. We report information regarding the importance and relevance of ELA content knowledge areas for both elementary school teachers and faculty members who prepare elementary school teachers. Implications of this work for the ELA components of the NOTE assessment series are discussed. English Language Arts (ELA) Content Knowledge for Teaching (CKT) Areas are appended. [Some of the content that appears in this report also is used in a companion report, &quot;Investigating the Relevance and Importance of Mathematical Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-10&quot; (ED570636).]
The Rewards of Perseverance, Aldine Texas: The Power of a Systemwide Focus on Students, Teachers, and Leaders. School System 20/20 Case Study
Author: Baroody, Karen
Date: 2016-03-00
Type: Reports - Research
Subjects: School Districts,Change Strategies,Educational Change,Educational Environment,Success,Urban Schools,Teacher Improvement,Administrator Qualifications,Student Development,School Turnaround,Public Schools,Resource Allocation,Elementary Secondary Education,Academic Achievement,Academic Standards,Educational Finance,Partnerships in Education,Achievement Gains,Student Characteristics,Leadership Responsibility

&quot;The Rewards of Perseverance&quot; tells the story of a district with a clear vision, stable leadership, and deliberate evolution in response to change. Located just north of Houston, AISD has faced daunting challenges since the 1990s--including a significant increase in high-need students, and more rigorous state tests. At the same time, the district has achieved impressive student outcomes, narrowed achievement gaps, and maintained a high graduation rate. Rather than address challenges one school at a time, AISD took a long-term, &quot;whole-system&quot; approach to reform focused on creating the conditions for great teachers and school leaders to succeed. This case study is the second in a series where we track the transformation journeys of leading districts in the context of School System 20/20. After a decade of partnering with urban school districts nationwide, ERS has seen an array of challenges but also beacons of hope. Drawing from this experience, we created School System 20/20, a vision for school system success and a series of assessments that allow districts to measure and monitor how well they use their resources--people, time, and money--to support excellent instruction. Our first case study, &quot;Back from the Brink,&quot; examined the rapid, encouraging progress of Lawrence Public Schools, located in the Boston area. [For &quot;Back from the Brink: How a Bold Vision and a Focus on Resources Can Drive System Improvement System,&quot; see ED560049.]
Following the Dollars to the Classroom Door: Why and How Effective Student-Based Budgeting Must Be Linked with Strategic School Design
Author: Travers, Jonathan
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: School Districts,Budgets,Financial Support,Resource Allocation,Budgeting,Educational Equity (Finance),Principals,Leadership Responsibility,Administrator Role,Q Methodology,Strategic Planning,Success,Design,Partnerships in Education,Cooperative Planning,Professional Development,Models

More and more districts--and several states--are adopting funding models like student-based budgeting (also called weighted student funding or fair student funding) to increase equity and promote principal autonomy. Giving school leaders new resources and new flexibility is a good first step, but it doesn't automatically lead to improved student outcomes. It's what happens to those resources &quot;at the school-level&quot; that will make the difference for students. This paper uses our work with the Cleveland Metropolitan School District (CMSD) to show how a student-based budgeting (SBB) funding system must go hand-in-hand with what we call Strategic School Design, a practice in which school leaders start with a strong vision for student success, and are empowered to reorganize resources around that vision. Through our work with CMSD, we identified seven critical success factors to creating a powerful SBB-Strategic School Design reform strategy, covering such topics as leadership, process, preparation, and accountability.
Predictive Modeling of K-12 Academic Outcomes: A Primer for Researchers Working with Education Data
Author: Porter, Kristin E.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Models,Prediction,Statistical Analysis,Elementary Secondary Education,Outcomes of Education,Probability,Data Interpretation,Educational Improvement,Resource Allocation,Efficiency,Risk Assessment,Benchmarking,Decision Making,Educational Assessment,Student Evaluation,Electronic Learning,Cooperative Learning,Nonparametric Statistics,Validity,Evaluation Methods

Education systems are increasingly creating rich, longitudinal data sets with frequent, and even real-time, data updates of many student measures, including daily attendance, homework submissions, and exam scores. These data sets provide an opportunity for district and school staff members to move beyond an indicators-based approach and instead employ new methods to compute more frequent, more accurate, and more nuanced predictions of student risk. For these reasons, MDRC has been exploring the value of predictive modeling. Predictive modeling estimates individuals' future outcomes or their probabilities of future outcomes. It does this by building and testing a model using data on similar individuals whose outcomes are already known. When results are interpreted correctly, predictive modeling offers benefits to those engaged in continuous improvement efforts and those who are looking to allocate resources more efficiently. MDRC researchers have developed and implemented a comprehensive predictive modeling framework that allows for rapid and iterative estimation of a &quot;continuous&quot; measure of risk (a probability between 0 and 1 of not achieving an outcome) for each student at a point in time. Such estimates allow students to be ranked by their risk levels, and thresholds can be determined for particular interventions.
Delivering Coordinated, Community-Based Services by Putting Networks into Action: New York City's Change Capital Fund. No. 3
Author: Aceves, Aurelia De La Rosa
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Community Services,Poverty Programs,Nonprofit Organizations,Integrated Activities,Social Networks,Network Analysis,Community Organizations,Program Effectiveness,Interviews,Statistical Analysis,Low Income Groups,Public Housing,Employment Services,Adult Education,Access to Education,Higher Education,Urban Programs

This brief is the third in a series documenting the implementation of an economic mobility initiative supported by New York City's Change Capital Fund (CCF). CCF is a consortium of New York City donors formed to invest in local nonprofits that undertake data-driven antipoverty strategies integrating housing, education, and employment services. CCF donors believe that an integrated approach to service delivery is an important way to &quot;saturate&quot; areas of persistent poverty with intensive, comprehensive services, cultivating multiple pathways toward neighborhood-level change. The first brief described CCF in detail; introduced the initiative's first grantees, located in Brooklyn and the Bronx; and shared the organizations' ambitious work plans and start-up efforts. The second brief describes two pervasive challenges to service coordination and the ways grantees have responded to them. [For the first brief in this series, &quot;The Promise of a Community-Based Approach to Economic Opportunity: New York City's Change Capital Fund. No. 1,&quot; see ED570529. For the second brief in this series, &quot;Addressing Challenges in Community-Based Service Coordination: Breaking Down Silos to Promote Economic Opportunity. New York City's Change Capital Fund. No. 2,&quot; see ED570521.]
Investigating the Relevance and Importance of High-Leverage Practices for Beginning Elementary School Teachers. Research Memorandum No. RM-16-11
Author: Martin-Raugh, Michelle P.
Date: 2016-09-00
Type: Reports - Research
Subjects: Beginning Teachers,Elementary School Teachers,Teaching Skills,Educational Practices,Teaching Methods,College Faculty,Teacher Competencies,Language Arts,Mathematics,Racial Differences,Ethnic Groups,Instructional Program Divisions,Value Judgment,Teacher Surveys,Teacher Educators,Teacher Characteristics,Comparative Analysis,Teacher Certification,Tests,Online Surveys

The purpose of this study is to explore the validity evidence supporting the high-leverage practices (HLPs) of the ETS® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th grade teacher licensure assessment. HLPs include &quot;tasks and activities that are essential for skillful beginning teachers to understand, take responsibility for, and be prepared to carry out in order to enact their core instructional responsibilities&quot; (Ball &amp; Forzani, 2009, p. 504). We accumulated relevance, importance, and frequency judgments of 20 HLPs from 569 practitioners in the field (385 teachers and 184 college faculty) verifying the necessity of these competencies for elementary school teachers first entering the teaching profession. Implications for the performance components of the NOTE assessment series are discussed. High-Leverage Practices (HLPs) are appended.
What Is STEM? The Need for Unpacking Its Definitions and Applications
Author: Siekmann, Gitta
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Technical Education,Vocational Education,Job Skills,Thinking Skills,Social Development,Emotional Development,Numeracy,Scientific Literacy,Interdisciplinary Approach,Teaching Methods,Measurement Techniques,Labor Market,Postsecondary Education,Higher Education,Elementary Secondary Education,Foreign Countries

There is a strong belief by most governments, enterprises and higher education providers that competence in the academic fields of science, technology, engineering and mathematics (STEM) is not developing as quickly as required in spite of the importance for innovation, productivity, prosperity and international standing. This belief is often amplified by the media. The generality of the umbrella term &quot;STEM&quot; as a synonym for a diverse group of skills and academic fields poses various problems in terms of workforce planning and targeted interventions. This summary brings together findings from the National Centre for Vocational Education Research's detailed exploration of STEM skills, which investigated educational and occupational concepts and their associated definitions. [For the companion paper, &quot;Measuring STEM in Vocational Education and Training,&quot; see ED570653.]
Implementing the WorkAdvance Model: Lessons for Practitioners. Policy Brief
Author: Kazis, Richard
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Labor Force Development,Employment Programs,Job Skills,Skill Development,Semiskilled Workers,Evidence Based Practice,Models,Program Implementation,Job Training,Demonstration Programs,Program Development,Program Effectiveness,Employment Opportunities,Randomized Controlled Trials,Participation,Credentials,Wages,Readiness,Job Placement,Occupational Mobility

WorkAdvance is a sectoral workforce development program designed to meet the needs of workers and employers alike. For unemployed and low-wage working adults, the program provides skills training in targeted sectors that have good-quality job openings with room for advancement within established career pathways. For employers in those sectors, WorkAdvance identifies and trains workers who meet technical skill and work readiness expectations and can grow into second and third jobs. In a randomized controlled trial, the program resulted in large increases in participation in every category of services, as well as in training completion, credential acquisition, and employment in the targeted sector. The program also boosted earnings overall, but effects varied widely across providers, offering useful insights. Based on MDRC's evaluation of the WorkAdvance demonstration and advice from the providers involved, this practitioner brief presents practical lessons for launching a sectoral employment initiative with a focus on advancement.
Measuring STEM in Vocational Education and Training
Author: Korbel, Patrick
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: STEM Education,Technical Education,Vocational Education,Job Skills,Thinking Skills,Social Development,Emotional Development,Numeracy,Scientific Literacy,Interdisciplinary Approach,Teaching Methods,Measurement Techniques,Labor Market,Postsecondary Education,Higher Education,Elementary Secondary Education,Foreign Countries,Intellectual Disciplines,Occupations,Qualifications,Evaluation Methods

The concept of &quot;STEM&quot; (science, technology, engineering and mathematics) has influenced many education and workforce strategies and policies with the intention of improving innovation, productivity and international competitiveness. Generally, the focus has been on how the school and university sectors can help equip the workforce with the STEM-related skills and knowledge considered necessary for the changing economy (see Siekmann and Korbel 2016). This paper explores ways to measure how the vocational education and training (VET) sector is contributing to the development of STEM-related skills. Better measurement of STEM in VET can help to identify supply and demand for education and training, assess (and improve) outcomes and efficiency, direct funding and resources, and properly inform students' choices. [For the companion paper, &quot;What Is STEM? The Need for Unpacking Its Definitions and Applications,&quot; see ED570651.]
Defining &quot;STEM&quot; Skills: Review and Synthesis of the Literature. Support Document 1
Author: Siekmann, Gitta
Date: 2016-00-00
Type: Reports - Research
Subjects: STEM Education,Technical Education,Vocational Education,Job Skills,Thinking Skills,Social Development,Emotional Development,Numeracy,Scientific Literacy,Interdisciplinary Approach,Teaching Methods,Measurement Techniques,Labor Market,Postsecondary Education,Higher Education,Elementary Secondary Education,Foreign Countries,Productivity,Competition,Data Collection,Data Analysis,Literature Reviews,Definitions,Classification,Employment Level,Unemployment,Enrollment Trends

Current definitions of STEM skills are inconsistent and not specific enough to inform education and skill policies and initiatives, potentially leading to a number of unsubstantiated and uncoordinated responses. There is a danger of generating a domestic oversupply of graduates in science, mathematics, engineering and technology while ignoring the changing nature of work and the workforce and the global mobility of STEM skills. The aim of this study is to clarify definitions relating to STEM competency and to identify its place in vocational education and training and in the twenty-first-century skills framework. This report provides an overview of the current STEM debate and a review of the literature on the various aspects and roles for STEM concepts, as well as descriptions of the knowledge and skills associated with STEM competency. The report concludes with a number of suggestions for future action in relation to STEM. The suggestions cover issues of definition, STEM skills stocktake, the incorporation of STEM skills into a holistic skills framework, the identification of the skills relevant to each education sector for the purposes of their teaching and the role of the VET sector in the development of STEM skills. Two appendices are included: (1) Classification systems used for determining STEM occupations; and (2) Twenty-first century skills. [This document was produced by the author(s) based on their research for &quot;What Is STEM? The Need for Unpacking Its Definitions and Applications&quot; (ED570651) and &quot;Measuring STEM in Vocational Education and Training&quot; (ED570653). For &quot;Identifying STEM Occupations: National and International Approaches. Support Document 2,&quot; see ED570663.]
Patterns of Practice: Case Studies of Early Childhood Education &amp; Family Engagement in Community Schools
Author: Jacobson, Linda
Date: 2016-10-00
Type: Reports - Research
Subjects: Early Childhood Education,Family Involvement,Community Schools,Case Studies,Transformative Learning,Low Income Groups,Minority Groups,Kindergarten,Transitional Programs,Executive Function,Daily Living Skills,Family Needs,Data Analysis,Partnerships in Education,Neighborhoods,State Policy,School Readiness,Access to Health Care,Postsecondary Education,Student Needs,Alignment (Education),Educational Quality,Barriers,Student Evaluation,Elementary Schools,Parent Role,Student Participation,Social Development,Emotional Development,Holistic Approach,Institutional Cooperation,Preschool Education

This &quot;Patterns of Practice: Case Studies of Early Childhood Education &amp; Family Engagement in Community Schools&quot; report updates the community school case studies through a description of ongoing developments in Cincinnati, OH; Evansville, IN; Multnomah County, OR; and Tulsa, OK and adds to that knowledge base of early learning and family practices in community schools through the additional case studies of early childhood education and family engagement efforts in Albuquerque, NM; Hartford, CT; Palm Beach County, FL; Providence, RI; and Los Angeles, CA. As national efforts to scale up quality early childhood education programming expand, community schools have enhanced their early learning initiatives to provide deeper and more interconnected programming reflective of evidence-based practices. While family support and engagement has always been a core standard of practice in community schools, there is now renewed consensus that family engagement needs to be transformative through an emphasis on shared responsibility and leadership for children's success among families and educators. Such a transformational approach is needed to ensure that low-income families and families of color have educational opportunity and are able to meet goals for children and to overcome gaps in equity in the educational system. Building upon the core lessons from initial case studied of early learning in community schools, this report on patterns of practice adds additional lessons on family engagement that enable deeper understanding. This report discusses those core lessons and how community schools are using similar approaches to expanding early childhood and family engagement efforts.