ethanporcaro/eric-fulltext-meta huggingface dataset:
Textual Ecology, Collaborative Tasks, and Genre Systems: Using PDE to Teach STEM Career Awareness/Intent
Author: Piety, Philip J.
Date: 2021-04-12
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Undergraduate Students,Educational Games,STEM Education,Cooperation,Skill Development,Natural Disasters,Career Awareness,Computer Simulation,Interpersonal Communication,Social Theories,Computer Security,Cooperative Learning,Emergency Programs,Curriculum Design,Role Playing

The paper discusses the use of &quot;Productive Disciplinary Engagement&quot; (PDE) for a curricular project that features a technology-based alternate reality game (ARG) with the objective of teaching undergraduate students about the collaborative nature of STEM careers. Much of the PDE research uses PDE as either a design-principle or as an analytics lens. This project does both. Most of this extant research focuses on spoken discourse to teach disciplinary knowledge. This project uses workplace documentary texts that are embedded within a semester-long undergraduate course designed to teach students collaboration skills using the context of natural disasters. A range of texts are used in this design from didactic to disciplinary. Students learn about professional work through educational renditions of professional cultural historical activity systems. This paper focuses on design decisions and illustrates some ways that workplace documents can be used in education.
Civics Studies: Why They Matter, What Parents and Teachers Think, and How They Can Reclaim Truth. Backgrounder. No. 3626
Author: Sailor, Angela
Date: 2021-06-14
Type: Reports - Research
Subjects: Civics,Parent Attitudes,Teacher Attitudes,United States History,Ethics,Critical Theory,Race,State Policy,History Instruction,Citizenship Education,Instructional Materials,Public Schools,Alternative Teacher Certification,Preschool Education,Elementary Secondary Education,Freedom,Curriculum,Political Issues

Civics education in America is in crisis, and Americans should recommit themselves to the teaching of civics in the classroom and at home. As students understand how the past connects to the present, they will come to safeguard the sanctity of the American idea and appreciate the validity and relevance of its ideals to all Americans, especially to those who have lost confidence that their nation is a place of hope, opportunity, and community for all. A Heritage Foundation survey asked parents and teachers about their opinions on civics education--the results are presented here, along with recommendations for state policymakers and philanthropists on how to support parents and improve civics curricula. [This report was produced by the Heritage Foundation's Edwin J. Feulner Institute.]
Diversity University: DEI Bloat in the Academy. Backgrounder. No. 3641
Author: Greene, Jay P.
Date: 2021-07-27
Type: Reports - Research
Subjects: Diversity,Equal Education,Inclusion,Higher Education,Educational Environment,Activism,Political Attitudes,College Administration,Resource Allocation,Student Diversity,Student Characteristics,College Faculty,School Personnel,Diversity (Institutional),Web Sites,Institutional Characteristics,State Universities,College Athletics,Political Influences,Tenure,Comparative Analysis,Compliance (Legal),History Instruction,Student Attitudes,Trend Analysis

The promotion of diversity, equity, and inclusion (DEI) on college campuses has become a central concern of higher education. However, high DEI staffing levels suggest that these programs are bloated relative to academic pursuits and do not contribute to reported student well-being on campus. The authors' research suggests that large DEI bureaucracies appear to make little positive contribution to campus climate: Rather than being an effective tool for welcoming students from different backgrounds, DEI personnel may be better understood as a signal of adherence to ideological, political, and activist goals. In light of these findings, state legislators and donors who fund these institutions may wish to examine DEI efforts more closely to ensure that university resources are used effectively.
Equity Elementary: &quot;Diversity, Equity, and Inclusion&quot; Staff in Public Schools. Backgrounder. No. 3666
Author: Greene, Jay P.
Date: 2021-10-19
Type: Reports - Research
Subjects: Student Diversity,Achievement Gap,Elementary Secondary Education,Public Schools,Inclusion,Equal Education,Administrator Role,Minority Group Students,School Districts,White Students,Program Effectiveness,Socioeconomic Status,Low Income Students,School District Size,Politics of Education,African American Students,Hispanic American Students

An analysis of student test-score data shows that employing a chief diversity officer (CDO) in K-12 school districts does not contribute to closing achievement gaps and is even likely to exacerbate those gaps. If CDOs are not accomplishing their stated goals, what is accomplished by creating these positions? CDOs may be best understood as political activists who articulate and enforce an ideological orthodoxy within school districts. They help to mobilize and strengthen the political influence of one side. The creation of CDOs tilts the political playing field against parent and teacher efforts to remove the radical ideology of critical race theory and other illiberal ideals from school curricula and practices.
UTRPP i3 Impact Evaluation Report
Author: Bell, Bethany A.
Date: 2020-11-20
Type: Reports - Evaluative
Subjects: Urban Teaching,Student Teachers,Pedagogical Content Knowledge,Program Effectiveness,Undergraduate Students,Elementary School Teachers,Culturally Relevant Education,Integrated Activities,College School Cooperation,Partnerships in Education,Preservice Teacher Education,Faculty Development,Cooperating Teachers,Fidelity,Program Implementation,Student Teacher Supervisors,Coaching (Performance),Urban Schools

UTRPP addressed the i3 Development Grant Absolute Priority 1, Subpart 2: Increase equitable access to effective teachers or principals for low-income and high-need students. UTRPP infused comprehensive, job-embedded professional development (PD) for participating Residents and other teachers; established triads and quads to support Residents; and delivered a prescriptive focus on teaching and learning in urban settings with specialized emphasis on approaches established by the partner school district to ensure a seamless transition to induction and beyond. The PD built instructional capacity and improved both the Residents' and Classroom Teachers' content and pedagogical knowledge. The strength of UTRPP was in its unique approach, which included (a) targeting undergraduates for admission into the residency rather than graduate-level participants; (b) placing Residents in the field for an extended time, (c) integrating field experience with coursework aligned to trending issues in urban education; and (d) exposing Residents to culturally relevant content and field experiences unique to an urban setting (what UTRPP called a &quot;place-conscious&quot; approach to preparing educators in urban settings). The ultimate goal of UTRPP was to increase the academic achievement of low-income, high-need students in the partner district. [The report was produced by Bellwether Consulting.]
The Behavioral Health and Wellness of Students. Position Statement. Revised
Author: Ferguson, Andrea
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Well Being,Student Behavior,Mental Health,School Nurses,Intervention,Family School Relationship,Educational Opportunities,Social Differences,Community Resources,Wellness,Elementary Secondary Education,Professional Associations,Mental Disorders,Behavior Disorders,Identification

It is the position of the National Association of School Nurses (NASN) that student behavioral health and wellness must be prioritized for students to successfully access and engage in educational opportunities. It is imperative that school systems respond to, and address, student behavioral health and wellness to ameliorate disparities related to the social determinants of health. School nurses are often the initial access point to identify concerns, determine interventions, and link families to school and/or community resources. This document provides the background and rationale for NASN's position on the behavioral health and wellness of students. [This position statement was initially adopted June 2017 and was revised August 2018.]
Human Trafficking. Position Statement
Author: Emge, Gina
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Crime,Slavery,Children,LGBTQ People,School Nurses,Victims of Crime,Intervention

It is the position of the National Association of School Nurses (NASN) that prevention, early identification, and intercession on behalf of the child/youth beset by human trafficking are essential to the student's psychological and physical well-being, as well as academic success. The registered professional school nurse (hereinafter referred to as school nurse), utilizing astute clinical skills, is well-positioned to recognize signs and symptoms exhibited by a child/youth ensnared within the grooming/human trafficking process. Working in partnership with the school community, law enforcement, child protective services, community-based providers and social services, the school nurse serves a pivotal role by increasing public awareness of human trafficking and assisting with developing protocols for intervention. This document provides the background and rationale for NASN's position on human trafficking. [This position statement replaces the position brief titled &quot;Human Trafficking: Implications for 21st Century School Nurses.&quot;]
Strong Professional Learning Systems for Math Instruction in California: What Do We Know Today? Knowledge Brief
Author: Burr, Elizabeth
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Educational Policy,State Policy,Teacher Surveys,Teacher Attitudes,National Surveys,Faculty Development,Teaching Methods,Mathematics Teachers,Instructional Materials,Teacher Collaboration,Futures (of Society),Vignettes,Capacity Building,Kindergarten,Elementary Secondary Education

This knowledge brief is part of a continuing series designed to inform California education leaders about key policy issues related to teachers and teaching in the Golden State. The brief outlines the current policy environment surrounding math instruction in California, summarizes California information from a nationwide teacher survey on teachers' experiences with professional learning during the 2019/20 school year, and highlights options for instructional supports for California math teachers.
Partnering with Colleges and Universities to Improve Your K-12 School Mental Health System. Brief
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,College School Cooperation,Mental Health,School Health Services,School Community Relationship,Access to Health Care,College Role,Labor Force Development,Professional Development,Partnerships in Education,Research,Counseling

Developing and sustaining comprehensive school mental health systems should be a shared endeavor between schools and community partners; the task should not rest solely on the shoulders of the K-12 education sector. Community partners, including health and behavioral health providers, can augment the continuum of services available to students and families by offering services directly in schools, and by facilitating referral pathways when students need support outside of the school building. Colleges and universities are also critical community partners in building comprehensive school mental health systems. They can foster a robust workforce, offer professional development, provide mental health services, and engage in research and evaluation to study impact and inform quality improvement. This brief describes each of these opportunities for partnership with colleges and universities and highlights strategies and exemplars to help accelerate innovation and advancement in K-12 school mental health systems.
Improving California&apos;s Teacher Data System to Better Inform Decisions. Knowledge Brief
Author: Makkonen, Reino
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Data Use,Data Collection,Decision Making,State Policy,Educational Policy,Career Development,Longitudinal Studies,Teacher Persistence,Teacher Education

This knowledge brief is part of a continuing series designed to inform California education leaders about new research findings on key state policy topics. It summarizes recent findings on improving the access to, and the use of, teacher workforce data in California, and focuses on the importance of instituting a statewide teacher data system that allows for the tracking of individual teachers and groups of teachers over time, from their preparation through their credentialing, induction, placement, and retention on the job.
Puerto Rico Department of Education&apos;s Unallowable Use of Temporary Emergency Impact Aid for Displaced Students Program Funds for Payroll Activities. Flash Report. ED-OIG/F19GA0027
Author: Office of Inspector General (ED)
Date: 2021-06-24
Type: Reports - Research
Subjects: Federal Aid,Wages,Expenditures,Emergency Programs,State Departments of Education,Grants,Accountability,Government Employees

This flash report apprises the U.S. Department of Education (Department) of the risk that the Puerto Rico Department of Education (Puerto Rico DOE) used Department program funds for payroll costs related to inactive employees from 2007 to 2020. An ongoing audit of the Puerto Rico DOE's administration of the Temporary Emergency Impact Aid for Displaced Students (Emergency Impact Aid) program revealed that the Puerto Rico DOE identified nearly $79.2 million in unallowable payroll payments made to 16,267 employees between 2007 and 2020. In response, a limited review was conducted to determine whether any of the 16,267 employees the Puerto Rico DOE identified in an accounts receivable report were also included in a payroll expenditure report that identified employees whose payroll costs were charged to the Emergency Impact Aid program. Findings showed that the Puerto Rico DOE may have charged up to $1.3 million in unallowable payroll costs to the Emergency Impact Aid program. Specifically, the Puerto Rico DOE charged January 2018 payroll costs to its Emergency Impact program grant for 539 employees who, according to the accounts receivable report, were not employed by the Puerto Rico DOE during the payroll accrual periods applicable to the January 2018 payments. It is likely that this occurred because the Puerto Rico DOE did not have adequate controls to ensure that only active employees receive payroll payments. On September 30, 2020, after becoming aware of the unallowable payroll payments made between 2007 and 2020 to inactive employees, the Financial Oversight and Management Board for Puerto Rico required the Puerto Rico DOE to implement internal controls to ensure that only active employees receive payroll payments.
The 95 Percent State Assessment Participation Requirement: Current Landscape, State Challenges, and Recommended Strategies. NCEO Report 429
Author: Katanyoutanant, Tiffany
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Federal Regulation,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Standardized Tests,Elementary Secondary Education,Alternative Assessment,Academic Achievement,State Standards,Student Participation,Academic Standards,Accountability,COVID-19,Pandemics

Federal regulations require that all students in specified elementary, middle, and high school grade ranges participate in state assessments used for accountability. The Individuals with Disabilities Education Act (IDEA) requires that all children with disabilities are included in all general state and districtwide assessment programs with appropriate accommodations and alternate assessments, regardless of whether the assessments are used for accountability. For students with the most significant cognitive disabilities, ESSA places a one percent threshold on their participation in a state's alternate assessment based on alternate academic achievement standards (AA-AAAS). The purpose of this report is to provide an overview of federal statutory language on student participation in state summative assessments used for accountability as well as the participation requirements for states requesting waivers from the 1% threshold on participation in the AA-AAAS. It also includes a review of the reasons why states have found it challenging to meet the 95 percent participation rate, and the extent to which states have met federal testing participation requirements. The report includes examples of strategies several states used to address assessment participation. Addressing stakeholder questions and clarifying the value of testing can encourage student participation in state assessments. Communication tools and the development of a communication plan can support states in communicating testing purpose and importance clearly, and addressing stakeholder questions and concerns about testing.
Capturing Death in Animated Films: Can Films Stimulate Parent-Child Conversations about Death?
Author: Bridgewater, Enrica E.
Date: 2021-00-00
Type: Reports - Research
Subjects: Death,Animation,Films,Parent Child Relationship,Dialogs (Language),Parent Attitudes,Speech,Parents

We present three studies examining death in children's animated films. Study 1 is a content analysis of 49 films. We found that death is often portrayed in films, but many deaths occurred off-screen. Deaths were mostly portrayed in a biologically accurate manner, but some films portrayed biological misconceptions. Study 2 (n = 433) reports on parents' attitudes and parent-child conversations about death in films. Children's questions about death in animated films were similar to their questions about death more generally. Animated films may provide a context for parent-child conversations about death, as parents often watched these films with their children. However, it appeared that few parents took advantage of this opportunity to talk about death with their children. [This paper was published in &quot;Cognitive Development&quot; v59 Article 101063 2021.]
Understanding the Characteristics of English Learners with Disabilities to Meet Their Needs during State and Districtwide Assessments. NCEO Brief Number 24
Author: Wu, Yi-Chen
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Student Characteristics,English Language Learners,Students with Disabilities,Student Needs,Disability Identification,Symptoms (Individual Disorders),Student Placement,Geographic Location,Student Evaluation,Standardized Tests,Elementary Secondary Education,Testing Accommodations,Inclusion,Educational Legislation,Equal Education,Federal Legislation

The purpose of this Brief is to highlight available federal data about the characteristics of English learners with disabilities, including how the population has changed over time. Understanding the characteristics of English learners with disabilities is critical to ensuring that their needs are met appropriately during the assessment process. Three characteristics are highlighted: (a) percentage of all students with disabilities identified as English learners, (b) disability categories of English learners with disabilities, and (c) classroom placements of English learners with disabilities. The implications of these characteristics for assessment are discussed in this Brief.
Getting Ready for the 2021-22 School Year: Frequently Asked Questions (FAQs) about Testing Children with Disabilities. NCEO Brief Number 26
Author: Lazarus, Sheryl S.
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Testing,Evaluation Methods,Student Evaluation,English Language Learners,Severe Intellectual Disability,COVID-19,Pandemics,Individualized Education Programs,Testing Accommodations,Test Coaching,Standardized Tests,Test Preparation,Educational Legislation,Federal Legislation

As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.
An Agenda for Restoring Civil Rights in K-12 Federal Education Policy
Author: Scott, Janelle
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Civil Rights,Educational Policy,Public Policy,Elementary Secondary Education,School Desegregation,School Choice,Racial Discrimination,Equal Education

The American voters have spoken, and the country will inaugurate a Biden-Harris Administration in January. In his first speech as President-Elect on November 7, 2020, Joe Biden said that, &quot;the battle to achieve racial justice and root out systemic racism in this country&quot; was a pillar of the Biden-Harris transition plan. This important goal will, however, face significant challenges. In this policy memo, the authors review key educational civil rights rollbacks under Trump and offer six concrete suggestions for steps that the new administration can and should take to move forward in this crucial area.
California Special Education Funding System Study, [Part 1]: A Descriptive Analysis of Special Education Funding in California
Author: Willis, Jason
Date: 2020-10-00
Type: Reports - Research
Subjects: Public Schools,Special Education,Educational Finance,Financial Support,Students with Disabilities,Resource Allocation,Student Needs,Costs,Individualized Education Programs,State Policy,Educational Policy,Disability Identification,Student Characteristics,Geographic Regions,Inclusion,Academic Achievement,Outcomes of Education,Policy Formation,Funding Formulas,Expenditures,Governance,Accountability,Budgets,Disproportionate Representation,School Districts,Elementary Secondary Education

More than 725,000, nearly 12 percent, of California's public school students receive special education and related services. Although more than half of those students spend 80 percent or more of the school day in a general education classroom, California's special education funding system may not be as inclusive as California's classrooms. This report provides a history and detailed description of California's special education funding system, setting the foundation for refinement of the current system through exploration of other funding systems and examination of California's special education population and funding structure. This study focuses on how current levels of funding can be used most effectively, including through better coordination and by differentiating special education funding to match the wide variety in student need and cost of implementing IEPs for students with disabilities. This study will be followed with a report on potential options to refine the system, supported by research, and the potential benefits and drawbacks of each option. [For Part 2, see ED616106.]