ethanporcaro/eric-fulltext-meta huggingface dataset:
Multilingual Paraprofessionals: An Untapped Resource for Supporting American Pluralism. Pathways to Prosperity: Growing a Multilingual Teacher Workforce
Author: Williams, Conor P.
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Multilingualism,Paraprofessional School Personnel,Educational Policy,English Language Learners,Administrative Organization,Financial Problems,Language Planning,Academic Achievement,Change Strategies,Capacity Building,Staff Utilization,Access to Education,Educational Practices

The nation's linguistic diversity is growing steadily, particularly among the youngest children. A growing body of research shows that these children are most successful when they participate in bilingual instructional programs (such as dual immersion, transitional bilingual and other models). But as good as instructional language diversity might be for DLLs, scaling up multilingual instructional programs is no simple matter. To expand access to these programs, schools need more multilingual teachers. This brief, the first in a series of publications from New America's Dual Language Learners National Work Group summarizes policies related to these challenges and existing research on paraprofessionals.
Integrating Technology in Early Literacy: A Snapshot of Community Innovation in Family Engagement
Author: Cook, Shayna
Date: 2016-07-00
Type: Tests/Questionnaires
Subjects: Technology Integration,Emergent Literacy,Family Programs,Family Involvement,Access to Information,Access to Computers,Online Surveys,Program Descriptions,Language of Instruction,Age Groups,Mass Media Use,Barriers,Program Design,Educational Policy,Educational Technology,Technology Uses in Education

As a growing number of young children across the country are using media and interactive technology on a daily basis, the conversation has shifted from whether technology is appropriate to use at all to how it should be used to best support children's early language and literacy development. A new brief released today, Integrating Technology in Early Literacy: A Snapshot of Community Innovation in Family Engagement, analyzes the impact of early learning and family engagement programs around the country. In conjunction with the release of this brief, the Integrating Technology in Early Literacy (InTEL) map, available through New America's Atlas tool, has been updated to show where innovative programs are located, how the programs are designed, and what &quot;evidence of impact&quot; they are able to share. &quot;Evidence of impact&quot; refers to what role a technological intervention has in improving child outcomes, adult behaviors in interacting with children, or teacher practice. The programs were assigned the categories strong, promising, emerging and developing based on this criteria. Based on programs with the strongest evidence of effectiveness, the following policy recommendations were made to help ensure success for children and families: (1) Add assessments that examine whether and to what degree families are experiencing disparities in digital access. (2) Create new channels for communication and resource-sharing between public libraries, public media outlets, school districts, and publicly-funded institutions. (3) Fund independent and peer-reviewed research about what works and what does not in the digital media and literacy learning arena. (4) Use grant programs and federally-funded competitions to support organizations that are working to create digital teachers and media mentors. (5) Map and track innovation emerging from states and communities. The brief includes an appendix: &quot;Sample of Online Survey; Integrating Technology In Early Literacy on New America's Atlas.&quot;
Communication in a Diverse Classroom: An Annotated Bibliographic Review
Author: Brown, Rachelle
Date: 2016-06-00
Type: Dissertations/Theses - Masters Theses
Subjects: Communication Skills,Communication Research,Student Diversity,Student Needs,Annotated Bibliographies,Educational Environment,Student Motivation,Learner Engagement,Student Behavior,Correlation,Cultural Awareness,Definitions,Verbal Communication,Nonverbal Communication,Classroom Communication,Cultural Differences,Interpersonal Communication,Theories,Communication Strategies,Well Being,Personality Traits,Literature Reviews,Matrices,Interpersonal Competence,Language Skills,Intervention,Outcomes of Education,Feedback (Response),Cultural Context,Disabilities,Elementary Secondary Education,Higher Education

Students have social and personal needs to fulfill and communicate these needs in different ways. This annotated bibliographic review examined communication studies to provide educators of diverse classrooms with ideas to build an environment that contributes to student well-being. Participants in the studies ranged in age, ability, and cultural background. A bibliographic matrix included findings that showed positive correlations between the instructional environment and higher levels of student motivation, engagement, learning, and conduct. Differences in perspectives of traditional values within Western settings and the importance of intervention strategies to improve social and language communication skills were noted. The researcher concluded that effective communication practices, cultural awareness, and communication skills promote the fulfillment of students' needs. The following are appended: (1) Instructional Communication; (2) Communication and Culture; and (3) Behavioral and Developmental Communication.
Teaching to the Test: A Very Large Red Herring
Author: Phelps, Richard P.
Date: 2016-01-15
Type: Journal Articles
Subjects: Teaching Methods,High Stakes Tests,Outcome Based Education,Cheating,Educational Practices

Elevating teaching-to-the-test to dogma, from the beginning with the distortion of J.J. Cannell's 1980s &quot;Lake Wobegon&quot; findings, has served to divert attention from scandals that should have threatened US educators' almost complete control of their own evaluation. Had the test cheating scandal Dr. Cannell uncovered been portrayed honestly to the public--educators cheat on tests administered internally with lax security--the obvious solution would have been to externally manage all assessments (Oliphant, 2011). Recent test cheating scandals in Atlanta, Washington, DC, and elsewhere once again drew attention to a serious problem. But, instead of blaming lax security and internally managed test administration, most educators blame the stakes and alleged undue pressure that ensues (Phelps 2011a). Their recommendation, as usual: drop the stakes and reduce the amount of testing. Meanwhile, thirty years after Dr. Cannell first showed us how lax security leads to corrupted test scores, regardless the stakes, test security remains cavalierly loose. We have teachers administering state tests in their own classrooms to their own students, principals distributing and collecting test forms in their own schools. Security may be high outside the schoolhouse door, but inside, too much is left to chance. And, as it turns out, educators are as human as the rest of us; some of them cheat and not all of them manage to keep test materials secure, even when they aren't intentionally cheating.
Executive Function: Implications for Education. NCER 2017-2000
Author: Zelazo, Philip David
Date: 2016-00-00
Type: Information Analyses
Subjects: Executive Function,Attention Control,Educational Research,Learning Processes,Evaluation Methods,Developmental Stages,Individual Differences,Brain Hemisphere Functions,Neurology,Cognitive Processes,Motivation,Disabilities,Learning Problems,Questionnaires,Performance Based Assessment,Individualized Instruction,Intervention,Progress Monitoring,Longitudinal Studies,Personality Traits,Cognitive Ability,Gender Differences,Genetics,Educational Practices,Short Term Memory,Transfer of Training,Attention Deficit Hyperactivity Disorder,Academic Ability,Exercise,Video Games

Executive function (EF) skills are the attention-regulation skills that make it possible to sustain attention, keep goals and information in mind, refrain from responding immediately, resist distraction, tolerate frustration, consider the consequences of different behaviors, reflect on past experiences, and plan for the future. As EF research progresses, scientists, teachers, and parents are becoming more aware of the importance of these skills for learning in school settings for all students and especially for those at risk due to various factors, such as disabilities. In this paper, the authors highlight some key findings on EF and focus on its relevance to education research and practice. This paper's primary audience includes graduate students and others conducting advanced study in the fields of education, developmental psychology, educational neuroscience, and public policy, as well as other interested education researchers and stakeholders. Topics include the following: (1) An Introduction to Executive Function; (2) The Role That Executive Function Plays in Learning and Adaptation; (3) Assessment of Executive Function; (4) Developmental Change in Executive Function; (5) Individual Differences in Executive Function Development; (6) Malleability of Executive Function; and (6) Overall Summary, Directions for Future Research, and Implications for Educational Policy and Practice. References and a glossary are also included.
Strategies for Postsecondary Students in Developmental Education: A Practice Guide for College and University Administrators, Advisors, and Faculty. NCEE 2017-4011
Author: Bailey, Thomas
Date: 2016-11-00
Type: Guides - Non-Classroom
Subjects: Developmental Programs,Postsecondary Education,College Students,Guides,Educational Practices,Evidence Based Practice,College Readiness,Change Strategies,Check Lists,Program Implementation,Educational Strategies,Prior Learning,Measures (Individuals),Academic Advising,Incentives,Performance Based Assessment,Mainstreaming,Curriculum Design,Independent Study,Active Learning,Integrated Activities,Comprehensive Programs,Best Practices

This practice guide presents six evidence-based recommendations for college and university faculty, administrators, and advisors working to improve the success of students academically underprepared for college. Each recommendation includes an overview of the practice, a summary of evidence used in support of the evidence rating, guidance on how to carry out the recommendation, and suggested approaches to overcome potential roadblocks. Each recommendation includes an implementation checklist as guidance for getting started with implementing the recommendation. Four appendices are included: (1) Postscript from the Institute of Education Sciences; (2) About the authors; (3) Disclosure of potential conflicts of interest; (4) Evidence summary of studies in support of ratings.
Woman in Intercollegiate Sport: A Longitudinal, National Study. Thirty-Seven Year Update, 1977-2014
Author: Acosta, R. Vivian
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Womens Athletics,College Athletics,Intercollegiate Cooperation,Longitudinal Studies,National Surveys,School Statistics,Athletic Coaches,Labor Market,Employment Opportunities,Women Administrators,Information Scientists,Statistical Data,Statistical Surveys,Student Participation,Tables (Data),Females,Trend Analysis,Educational Legislation,Sex Fairness,Federal Legislation,Gender Discrimination,Higher Education,Physical Education Teachers

In 1970, prior to the 1972 enactment of Title IX, there were only 2.5 women's teams per school and a total of only about 16,000 female intercollegiate athletes. In 1977/1978, the academic year preceding the mandatory compliance date for Title IX, the number of varsity sports for women had grown to 5.61 per school. A decade later, in 1988, the number had grown to 7.71 and at the turn of the century, the growth continued to 8.14. Today, in 2014, the average number of women's teams per school sets an all time record of 8.83 giving weight to the adage: &quot;If you build it, they will come.&quot; This report is the latest update on a longitudinal national survey which examines: (1) the athletics job market for females; (2) participation opportunities for females; (3) head coaching opportunities for females; (4) assistant coaching opportunities for women; (5) administrative opportunities for women; (6) athletic training employment opportunities for women; (7) sports information directors (SIDs) employment opportunities for women; (8) strength and conditioning coaching (S/C) opportunities for women; and (9) geographic region and &quot;red&quot; state vs. &quot;blue&quot; state data. [For prior reports, see ED570884 (2006), ED570885 (2008), ED570886 (2010), and ED570883 (2012).]
Women in Intercollegiate Sport: A Longitudinal, National Study. Thirty-Five Year Update, 1977-2012
Author: Acosta, R. Vivian
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Womens Athletics,College Athletics,Intercollegiate Cooperation,Longitudinal Studies,National Surveys,School Statistics,Athletic Coaches,Labor Market,Employment Opportunities,Women Administrators,Information Scientists,Statistical Data,Statistical Surveys,Student Participation,Tables (Data),Females,Trend Analysis,Educational Legislation,Sex Fairness,Federal Legislation,Gender Discrimination,Higher Education,Physical Education Teachers

In 1970, prior to the 1972 enactment of Title IX, there were only 2.5 women's teams per school and a total of only about 16,000 female intercollegiate athletes. In 1977/1978, the academic year preceding the mandatory compliance date for Title IX, the number of varsity sports for women had grown to 5.61 per school. A decade later, in 1988, the number had grown to 7.71 and at the turn of the century, the growth continued to 8.14. Today, in 2012, the average number of women's teams per school sets an all time record of 8.73 giving weight to the adage: &quot;If you build it, they will come.&quot; This report is the latest update on a longitudinal national survey which examines: (1) the athletics job market for females; (2) participation opportunities for females; (3) head coaching opportunities for females; (4) assistant coaching opportunities for women; (5) administrative opportunities for women; (6) athletic training employment opportunities for women; (7) sports information directors (SIDs) employment opportunities for women; and (8) strength and conditioning coaching (S/C) opportunities for women. [For prior reports, see ED570884 (2006), ED570885 (2008), and ED570886 (2010).]
Women in Intercollegiate Sport: A Longitudinal, National Study. Twenty Nine Year Update, 1977-2006
Author: Acosta, R. Vivian
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Womens Athletics,College Athletics,Intercollegiate Cooperation,Longitudinal Studies,National Surveys,School Statistics,Athletic Coaches,Disproportionate Representation,Labor Market,Employment Opportunities,Women Administrators,Information Scientists,Statistical Data,Statistical Surveys,Student Participation,Tables (Data),Females,Trend Analysis,Educational Legislation,Sex Fairness,Federal Legislation,Gender Discrimination,Higher Education,Physical Education Teachers

In 1970, prior to the 1972 enactment of Title IX, there were only 2.5 women's teams per school and a total of only about 16,000 female intercollegiate athletes. In 1977/1978, the academic year preceding the mandatory compliance date for Title IX, the number of varsity sports for women had grown to 5.61 per school. A decade later, in 1988, the number had grown to 7.71 and at the turn of the century, the growth continued to 8.14. The 2006 data show the highest ever participation by women in our nation's intercollegiate athletics programs. On the other hand, the data also continue to show a depressed representation of women as head coaches and as head administrators of their programs. Indeed, 2006 represents the lowest ever ratio of female coaches for women's teams. This report is the latest update on a longitudinal national survey which examines: (1) the athletics job market for females; (2) participation opportunities for females; (3) head coaching opportunities for females; (4) assistant coaching opportunities for women; (5) administrative opportunities for women; (6) athletic training employment opportunities for women; and (7) sports information directors (SIDs) employment opportunities for women.
Women in Intercollegiate Sport: A Longitudinal, National Study. Thirty One Year Update, 1977-2008
Author: Acosta, R. Vivian
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Womens Athletics,College Athletics,Intercollegiate Cooperation,Longitudinal Studies,National Surveys,School Statistics,Athletic Coaches,Labor Market,Employment Opportunities,Women Administrators,Information Scientists,Statistical Data,Statistical Surveys,Student Participation,Tables (Data),Females,Trend Analysis,Educational Legislation,Sex Fairness,Federal Legislation,Gender Discrimination,Higher Education,Physical Education Teachers

In 1970, prior to the 1972 enactment of Title IX, there were only 2.5 women's teams per school and a total of only about 16,000 female intercollegiate athletes. In 1977/1978, the academic year preceding the mandatory compliance date for Title IX, the number of varsity sports for women had grown to 5.61 per school. A decade later, in 1988, the number had grown to 7.71 and at the turn of the century, the growth continued to 8.14. Among many other things, the 2008 data show the highest ever participation by women in our nation's intercollegiate athletics programs. On the other hand, the data also continue to show a depressed representation of women as head coaches both of women's teams and of men's teams. Among the administrative ranks however, more females (both as a percentage and as an absolute number) serve as athletics directors than at any time since the mid 1970s. Indeed, more women hold positions within the administrative ranks, at all levels, than any time since the mid 1970s. This report is the latest update on a longitudinal national survey which examines: (1) the athletics job market for females; (2) participation opportunities for females; (3) head coaching opportunities for females; (4) assistant coaching opportunities for women; (5) administrative opportunities for women; (6) athletic training employment opportunities for women; and (7) sports information directors (SIDs) employment opportunities for women. [For the 2006 update, see ED570884.]
Women in Intercollegiate Sport: A Longitudinal, National Study. Thirty Three Year Update, 1977-2010
Author: Acosta, R. Vivian
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Womens Athletics,College Athletics,Intercollegiate Cooperation,Longitudinal Studies,National Surveys,School Statistics,Athletic Coaches,Labor Market,Employment Opportunities,Women Administrators,Information Scientists,Statistical Data,Statistical Surveys,Student Participation,Tables (Data),Females,Trend Analysis,Educational Legislation,Sex Fairness,Federal Legislation,Gender Discrimination,Higher Education,Physical Education Teachers

In 1970, prior to the 1972 enactment of Title IX, there were only 2.5 women's teams per school and a total of only about 16,000 female intercollegiate athletes. In 1977/1978, the academic year preceding the mandatory compliance date for Title IX, the number of varsity sports for women had grown to 5.61 per school. A decade later, in 1988, the number had grown to 7.71 and at the turn of the century, the growth continued to 8.14. A third of a century has seen great change. 2010 is a year characterized by stability in women's intercollegiate athletics. Even in the face of budget constraints women's participation is near an all time high. Although continuing to be low, the representation of females as head coaches of women's teams is consistent with its level of the past 4 years. The representation of females coaching men's teams is slightly increased although it remains remarkably low. Stability characterizes the administrative ranks as well. Although low, the percentage of female athletic directors has bounced back from its all time low in 2008 to a level more in line with the trend of the decade. Although the increase is small, more women hold positions within the administrative ranks, at all levels, than any time since the mid 1970s. This report is the latest update on a longitudinal national survey which examines: (1) the athletics job market for females; (2) participation opportunities for females; (3) head coaching opportunities for females; (4) assistant coaching opportunities for women; (5) administrative opportunities for women; (6) athletic training employment opportunities for women; and (7) sports information directors (SIDs) employment opportunities for women. [For prior reports, see ED570884 (2006) and ED570885 (2008).]
The Power of a Good Idea: How the San Francisco School District Is Building a PreK-3rd Grade Bridge
Author: Nyhan, Paul
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,School Districts,Achievement Gap,Educational Change,Change Strategies,Public Schools,Educational Development,Educational History,Funding Formulas,Alignment (Education),Program Implementation,Faculty Development,Partnerships in Education,School Readiness,College School Cooperation,Outcome Measures,Barriers

In 2008 the San Francisco Unified School District (SFUSD) confronted a problem that has been growing for decades. It boasted the highest academic performance of any large urban district in California, yet its achievement gap was widening, as too many African American, Latino, and low-income students fell far behind their classmates. The achievement gap was the greatest challenge facing the school district--one that revealed systemic disconnects throughout its schools and programs, beginning with its youngest students. This report tells the story of how the district began narrowing the gap by rethinking its approach to teaching and learning in pre-K, kindergarten, and the early grades of elementary school. District leaders worked to align curricula, professional development, assessments, and even classroom layouts across the PreK-3rd grade continuum, initially focusing on connections between pre-K and kindergarten. To lead this ambitious effort, the district turned to its underfunded and sometimes overlooked Child Development Program, which ran its pre-K classrooms. SFUSD has been building a bridge between pre-K and third grade, beginning by strengthening its public pre-K program. Doing so generated support among successive superintendents and district leaders, and allowed early learning leaders to expand the strategy to a growing network of schools. This progress was fueled by San Francisco's long-standing commitment to early learning and a core of committed partners. In addition, it has been supported by a growing national recognition that a PreK-3rd grade approach is among today's most effective education reforms. Within the district, changes unfolded in a series of overlapping phases: (1) gaining traction among a wider circle of district leaders; (2) bridging the typically separate worlds of pre-K and elementary school; (3) implementing strategies to more schools across the district; and (4) revamping professional development. The district's successes and struggles developing its PreK-3rd approach hold lessons for other school districts exploring the approach in California and around the nation: (1) Begin with a strong platform; (2) Work with local partners; (3) Hire leaders with the right skill set; and (4) Take a system-wide approach. Contains notes.