ethanporcaro/eric-fulltext-meta huggingface dataset:
Involving Students in State Education Governance. Policy Update. Vol. 25, No. 11
Author: Colletti, Gary
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Student Participation,Governance,State Boards of Education,Student Leadership,Student Role,Trustees,Opportunities

As students seek new ways to enter the national conversation on topics such as school safety, many state boards of education are asking how to best incorporate student input into their decision making. Some state boards seek such input from designated student board members who participate regularly at state board meetings. At least seven other states have set up student advisory councils that meet separately and make presentations to the board. This policy report outlines the advantages to having a student at the state board table, not the least of which is having direct input from the very people that education policies are meant to benefit, increasing stakeholder engagement, and developing civically engaged youth leaders.
Measuring Social &amp; Emotional Development in Children Birth to Age 3
Author: National Center for Systemic Improvement at WestEd
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Young Children,Measures (Individuals),Check Lists,Child Behavior,Behavior Rating Scales,Questionnaires

Measuring children's social and emotional development can provide valuable information about how children are progressing in areas such as forming close and secure relationships, regulating and expressing their emotions, and showing empathy toward others. This resource provides information to early childhood practitioners and administrators regarding fundamental assessment principles, measurement challenges for assessing social and emotional development, and a selection of tools currently available to measure social and emotional development for children birth to age 3.
Using Free Meal and Direct Certification Data to Proxy for Student Disadvantage in the Era of the Community Eligibility Provision. Working Paper No. 214-0119-1
Author: Koedel, Cory
Date: 2019-01-00
Type: Reports - Research
Subjects: Low Income Students,Economically Disadvantaged,Eligibility,Lunch Programs,At Risk Students,Poverty,Elementary Secondary Education,Gender Differences,Racial Differences,Ethnicity,English Language Learners,Students with Disabilities,Academic Achievement,Student Characteristics,Institutional Characteristics,Accountability,Value Added Models

Free and reduced-price meal (FRM) data are used ubiquitously to proxy for student disadvantage in education research and policy applications. The Community Eligibility Provision (CEP)--a recently-implemented policy change to the federally-administered National School Lunch Program--allows schools serving low-income populations to identify all students as FRM-eligible regardless of individual circumstances. We study the CEP's effect on FRM eligibility as a proxy for student disadvantage, and relatedly, we examine the viability of direct certification (DC) status as an alternative disadvantage measure. Our findings on whether the CEP degrades the informational content of FRM data are mixed. At the individual level there is essentially no effect, but the CEP does meaningfully change the information conveyed by the FRM-eligible share of students in a school. Our comparison of FRM and DC data in the post-CEP era shows that these measures are similarly informative as proxies for disadvantage, despite the CEP-induced information loss in FRM data. Using both measures together can improve the identification of disadvantaged students, but only marginally.
Lamentations from a Volleyball Coach&apos;s Soul
Author: Aicinena, Steve
Date: 2019-06-07
Type: Reports - Descriptive
Subjects: Athletic Coaches,Team Sports,Urban Areas,College Athletics,Athletes,College Students,Role,Social Problems,Student Recruitment,Homeless People,Drug Abuse,Urban Problems

Coaches often enter their profession in hopes of helping others and making the world a better place in which to live. In this narrative, the Author recounts a volleyball recruiting trip to Denver, Colorado. He stays in an area of the city plagued by homelessness and crime. What he saw and experienced made him question the real impact he has on others as a collegiate volleyball coach. How could working as a volleyball coach be important when so much pain, suffering, and misery exist? Each year intercollegiate coaches bring thousands of students to colleges and universities across the country. Many of the student-athletes prepare to work in helping professions that serve both individuals in need of help and the broader society as well. As such, coaches do indirectly assist in addressing social and health problems plaguing our society.
Supporting Twice-Exceptional Students in Regular Classrooms in the United States
Author: Lu, Yuying
Date: 2015-01-13
Type: Reports - Descriptive
Subjects: Gifted Disabled,Individualized Instruction,Educational Strategies,Learning Disabilities,Identification,Student Characteristics

The purpose of this study is to provide pedagogical strategies for serving twice-exceptional students in regular classrooms in the United States. Specific discussion of definition, identification and characteristics of gifted and talented students with learning disabilities, current outlook of differentiating for gifted learners in the regular classroom in the United States are provided. Finally, pedagogical strategies that address the specific learning need for facilitating the use of differentiation in classrooms are discussed, including the use of modulating curriculum, modifying teaching and psychological support.
Community College Pathways for Disadvantaged Students. Working Paper No. 218-0519
Author: Holzer, Harry J.
Date: 2019-05-00
Type: Reports - Research
Subjects: Community Colleges,Disadvantaged Youth,Access to Education,Two Year College Students,Decision Making,Majors (Students),Career Choice,Labor Market,Employment Qualifications,Minority Group Students,Low Income Students,Certification,Associate Degrees,Graduation Rate,Public Colleges,Grades (Scholastic),College Credits,Developmental Studies Programs,High School Students,College Readiness,Age Differences,Gender Differences,Racial Differences,Ethnicity,Outcomes of Education,Wages,Intellectual Disciplines,Grade Point Average

In this paper we estimate the impacts of the &quot;pathways&quot; chosen by community college students--in terms of desired credentials and fields of study, as well as other choices and outcomes along the paths--on the attainment of credentials with labor market value. We focus on the extent to which there are recorded changes in students' choices over time, whether students make choices informed by their chances of success and by labor market value of credentials, and the impacts of choices on outcomes. We find that several characteristics of chosen pathways, such as field of study and desired credential as well as early &quot;momentum,&quot; affect outcomes. Student choices of pathways are not always driven by information about later chances of success, in terms of probabilities of completing programs and attaining strong earnings. Students also change pathways quite frequently, making it harder to accumulate the credits needed in their fields. Attainment of credentials with greater market value could thus likely be improved by appropriate guidance and supports for students along the way, and perhaps by broader institutional changes as well. [Financial support for this report was provided by the Economic Self-Sufficiency Policy Research Institute (ESSPRI) at UC Irvine.]
Examining Chronic Absence through a Student Health Lens. Policy Update. Vol. 26, No. 1
Author: Blanco, Megan
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Attendance,Child Health,State Boards of Education,Agency Role,Access to Information,Capacity Building,Accountability,Partnerships in Education,State Departments of Education,Elementary Secondary Education

During the 2015-16 school year, about one in seven students was chronically absent, missing at least 10 percent of school days. An early warning sign of academic risk and school dropout, chronic absence predicts school failure more reliably than test scores. To understand the drivers of chronic absence, state boards of education should examine data on student health in their state. This policy update suggests questions for state boards to ask and actions they can take to address chronic absence.
Gauging Support for Social and Emotional Skill Building in School. Policy Update. Vol. 26, No. 2
Author: Blanco, Megan
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Social Development,Emotional Development,Skill Development,Labeling (of Persons),State Policy,Standards,State Boards of Education,Elementary Secondary Education,Networks,Policy Formation,Educational Benefits,Positive Attitudes,Teaching Methods,Faculty Development,Surveys

To help state boards of education and other policymakers learn how to communicate most effectively on policies related to social and emotional learning (SEL), the National Association of State Boards of Education (NASBE) commissioned Edge Research to conduct a survey of community influ­encers in Connecticut, Illinois, Kansas, Michigan, and Washington to gauge their understanding of SEL and their support for embedding SEL in K-12 instruction. These five states were part of a state network convened by NASBE in 2018 to examine the successes and challenges of implementing SEL through state education systems and develop state policies that fit local contexts. According to new survey research from NASBE, influential stakeholders view social and emotional learning (SEL) favorably and are primed for conversations with state boards of education working to advance SEL policies. While most community influencers agree that SEL can produce many benefits, they also expressed reservations around standards, teacher support, and labeling of students, the survey finds.
Governors Draw Roadmap toward Common Ground on State Education. Policy Update. Vol. 26, No. 3
Author: Hedger, Joseph
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: State Officials,Educational Policy,Speeches,Early Childhood Education,After School Education,Career Education,Mental Health,Child Health,State Boards of Education

In 2019, almost all governors spoke on education concerns in their &quot;state of the state addresses,&quot; including school funding, career and technical education, postsecondary funding and financial aid, early childhood education, and teacher pay. According to this National Association of State Boards of Education (NASBE) analysis, in Colorado, Iowa, Mississippi, New Hampshire, and Washington, state boards are helping to drive initiatives that governors raised in their 2019 speeches.
Guidance Manuals for Educators of English Learners with Disabilities: Ideas and Lessons from the Field. NCEO Report 410
Author: Burr, Elizabeth
Date: 2019-04-00
Type: Reports - Research
Subjects: English Language Learners,Students with Disabilities,Graduation,State Standards,Graduation Requirements,Exit Examinations,High School Graduates,Disproportionate Representation,Special Education,Best Practices,Teacher Role,Administrator Role,Guides

Researchers, policymakers and educators are increasingly focused on the accurate identification, assessment, and referral of English learners (ELs) with disabilities, stemming in part from both the under- and over-identification of ELs for special education services, as compared to non-ELs identified for these services. Appropriate decision making is important because ELs with disabilities who are not identified will miss out on services that they need. Conversely, ELs who are misidentified as having a disability receive special education services that they do not require, which may reduce time available for EL services and participation in the general classroom, potentially reducing access to rigorous academic content, and result in social stigma (Umansky, Thompson, &amp; Díaz, 2017; Sullivan, 2011; Garcia &amp; Tyler, 2010; Bianco, 2005; Higgins, Raskind, Goldberg &amp; Herman, 2002). To ensure that students are receiving optimal instruction and appropriate interventions and assessments, state, district, and school leaders will need to develop or improve the systemic processes educators and administrators work through. Providing manuals with consistent and practical guidance (and professional learning on their use) is one means to do so. The purpose of this report is to describe ideas and lessons learned from leaders in four states (Connecticut, Michigan, Minnesota, and Virginia), a statewide association (Special Education Local Plan Area [SELPA] Administrators of California Association), and a school district (San Diego Unified School District [SDUSD]), all of which have developed manuals. It is hoped that these ideas and lessons will assist leaders who are creating or are in the process of revising procedures and policies of their own. The report presents findings from telephone interviews conducted with the authors of six manuals from December 2017 to January 2018, probing the impetus for getting started; the manual development process; dissemination and professional learning; and lessons learned during manual development.
Exploring Perspectives, Negotiating Computer-Mediated Landscapes, and Integrating Technology in Linguistically and Culturally-Diverse Learning Spaces
Author: López-Estrada, Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Student Diversity,Teaching Methods,Second Language Instruction,Technology Integration,Barriers,English (Second Language),Higher Education,Foreign Countries,Elementary Secondary Education

Global trends in the 21st century highlight the importance and necessity of technology use for students to demonstrate their learning processes, thus facilitating their language learning in meaningful technological contexts (Eaton, 2010). This paper seeks to address some issues dealing with the importance of technology in relation to second language learning and teaching, including the benefits, challenges, considerations, and perceptions of teaching with technology. The purpose of this paper is threefold. First, it explores technology in education as it has been commonly construed, challenged, and used. Secondly, it presents technology in education ideas to second language learning, and discusses some benefits and challenges implicit in the interaction of both. Lastly, it shares ways in which the authors, all currently working in diverse educational contexts, have implemented some of the free resources that they collaboratively compiled in an online LiveBinder.
Creating Space for Visual Ethnography in Educational Research
Author: Barrantes-Elizondo, Lena
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethnography,Photography,Educational Research,Research Methodology,Theory Practice Relationship,Ethics,Confidentiality,Bias,Deception,Research Problems,Freehand Drawing,Films,Internet,Reliability

This article maps the territory of visual ethnography as a key and accessible research methodology in education. It aims to provide an overview and to present theory and practice for future research. The origins and principles of visual ethnography are disclosed as well as some methods to gather data. From the premise that either created by the researcher, by the participants, or through collaboration between both, images may be the core of analysis of social and cultural views and perceptions of students, educators, administrators and community members. The author addresses ethical issues like confidentiality, and highlights possible biases like authenticity, negotiated construction, trustworthiness, and deception of information. The main conclusions highlighted the importance of visual ethnography as a key methodology to elicit rich data that access students' voices, the space for participatory techniques, and the role of technology as an undeniable participant.
Understanding Parents&apos; Perceptions of Children&apos;s Physical Activity
Author: Álvarez-Bogantes, Carlos Eduardo
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Mothers,Young Children,Physical Activity Level,Life Style,Environmental Influences,Barriers,Knowledge Level,Health Promotion,Social Influences,Self Efficacy,Interpersonal Relationship,Foreign Countries

Currently, there is little research on mothers' perceptions of the social support they provide for their children to be physically active, which could yield important information in the construction of interventions that promote active lifestyles in childhood. We conducted individual interviews and three focus groups with 15 mothers of children 6 to 8 years old. The data were thematically analyzed using a qualitative approach, applying Ecological Model constructs to guide coding and categorization of results and the discussion of these results. The majority of mothers acknowledged that their sons and daughters were relatively less active and indicated that they perceived a need for increased physical activity among their children. The use of social support strategies was minimal, limited to accompanying their children. Mothers reported environmental factors such as cost, time constraints, lack of extracurricular-community activities and unsafe environments as the main barriers to their children's physical activity. This study generated three main categories of results: the information gathered following the ecological model as a framework for analysis generated suggests that mothers are not aware of lack of physical activity of their children; mothers do not know ways to use social support for active lifestyles in their children, and recognize barriers to increase children's physical activity. These research findings may contribute to health promotion strategies and programs that educate parents on how to effectively support their child in developing an active style of life.
Demography as Opportunity. CCRC Working Paper No. 106
Author: Edgecombe, Nikki
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Equal Education,Student Diversity,Demography,Disproportionate Representation,Minority Group Students,Human Dignity,Student School Relationship,Educational Discrimination

Compared with four-year colleges, community colleges serve a vastly disproportionate number of undergraduate students from underrepresented racial and ethnic groups and lower-income backgrounds. Yet the sector remains under-resourced--unable to compete against politically connected state four-year systems and flagship campuses for limited public funds. Worse yet, community colleges have been unfairly stigmatized as they struggle to redress the accumulated disadvantage experienced by much of their student body. What is an under-resourced and stigmatized higher education sector to do? One idea is to reshape words and deeds in ways intended to leverage the benefits of the nation's changing demographics and dispel deficit orientations toward populations community colleges enroll. &quot;Demography as opportunity&quot; is a simple idea grounded in a commitment to affirm the worth of the students who attend community colleges by being responsive to their life circumstances. As the demography of the nation changes--the United States is predicted to be majority minority by 2045--human capital investment in students from racial and ethnic groups, many of whom are first-generation college goers and low-income, is critical to the nation's vitality. &quot;Demography as opportunity&quot; marries the racial and ethnic shifts underway in the country and in higher education with equity perspectives on historically disenfranchised populations. It is a constellation of policy and practice that abides by implementation principles common to well-executed change efforts. It attends to both people and place and aspires to strengthen communities and the nation by investing in the increasingly diverse population of college goers. Community colleges are the ideal venue for demography as opportunity not only because of who they serve but also because of what they do. [This paper is based on a chapter in &quot;13 Ideas That Are Transforming the Community College World,&quot; edited by Terry U. O'Banion and published by Rowman &amp; Littlefield and the American Association of Community Colleges in March 2019.]
Teaching Matters and so Does Curriculum: How CUNY Start Reshaped Instruction for Students Referred to Developmental Mathematics. CCRC Working Paper No. 110
Author: Bickerstaff, Susan
Date: 2019-06-00
Type: Reports - Research
Subjects: College Students,College Mathematics,Remedial Mathematics,Developmental Studies Programs,Mathematics Instruction,Instructional Design,Teaching Methods,Instructional Materials,Remedial Instruction,Educational Change,Study Skills,Program Evaluation,Program Effectiveness,College Readiness,Instructional Innovation,Sequential Learning,Student Educational Objectives,Number Concepts,Classroom Communication

Adult proficiency in numeracy in the United States lags that of other developed nations, and the nonselective institutions that dominate the higher education sector struggle to address the learning needs of the sizeable proportion of students who enroll in their institutions and are deemed academically underprepared in mathematics. Research on curriculum and pedagogy in developmental (or remedial) mathematics indicates that typical teaching approaches emphasize memorization, often at the expense of the kinds of conceptual understanding that prepare students for college-level mathematics and the numeracy demands of the workforce. This paper examines CUNY Start, an innovative pre-matriculation developmental education program developed by The City University of New York (CUNY) that reimagines the design and implementation of remedial instruction to better serve students with weak academic preparation. Using data from interviews, classroom observations, an instructor survey, and curricular materials, this paper describes four key features of the CUNY Start mathematics instructional approach, paying particular attention to how these features differ from traditional developmental education. These features are: (1) the use of a highly detailed curricular document as a primary resource for instructors; (2) an emphasis on real-world contexts and number relationships, which serve as the instructional starting point (rather than rules and procedures); (3) a pedagogical approach that elicits student talk and discussion through questioning; and (4) explicit attention to students' organizational and study skills. This paper also elaborates on the processes, structures, and resources built into CUNY Start that support its implementation. This paper is part of an ongoing random assignment evaluation of CUNY Start undertaken with MDRC that so far finds that the program has significant positive effects on students achieving college readiness in mathematics (longer-term effects will also be estimated). This evidence strongly suggests that CUNY Start's structures, processes, and resources enable instructors to teach mathematics in a different way that may boost student achievement.