ethanporcaro/eric-fulltext-meta huggingface dataset:
Shifting from Surveillance and Control in Virtual Learning Environments: Utilizing Principles of Universal Design for Learning &amp; Culturally Sustaining Pedagogy. Equity Dispatch. Volume 5, Issue 1
Author: Coomer, M. Nickie
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Technology,Technology Uses in Education,Minority Group Students,Distance Education,Discipline,Disproportionate Representation,Racism,Access to Education,Students with Disabilities,Educational Practices,Learner Engagement,COVID-19,Pandemics,School Closing,Culturally Relevant Education

In this edition of &quot;Equity Dispatch,&quot; we discuss equity implications around disciplinary policies in virtual learning contexts. We offer practical applications of principles of Universal Design for Learning &amp; Culturally Responsive Pedagogy as proactive strategies for engaging students in virtual learning activities.
Self-Regulation Behaviours of a Gifted Student in Mathematical Abstraction Process
Author: Cosar, Mehmet Çaglar
Date: 2021-00-00
Type: Journal Articles
Subjects: Gifted,Mathematics Education,Problem Solving,Case Studies,Student Attitudes,Metacognition,Learning Strategies,Knowledge Level,Abstract Reasoning,Foreign Countries,Gifted Education,Mathematics Tests,Identification,Grade 8

The purpose of this study is to investigate a mathematically gifted student's self-regulation behaviours while constructing and consolidating mathematical knowledge. However, the objective is to determine which self-regulation strategies influence this student's mathematical abstraction process. The case study method was used in the research. As part of the case study, interviews with a mathematically gifted student were conducted. During the interviews, the students' mathematical knowledge construction and consolidation processes were investigated through the mathematical problem-solving tasks. The coding strategy was used to ascertain the students' strategies for self-regulation while constructing and consolidating structure. On the basis of the collected data, conclusions were drawn regarding the interaction of cognitive and metacognitive components that are managed via self-regulation strategies and epistemic actions involved in the construction and consolidation of mathematical structure. It was discovered that the student was proficient at recognizing and applying prior mathematical structure through the use of cognitive strategies. The student's task-related objectives, as well as their metacognitive monitoring of the process through review of the mathematical strategies he employed to accomplish these objectives, were found to contribute to the construction and consolidation of the correct mathematical structures. The data collected revealed that the gifted student's cognitive and metacognitive self-regulation strategies are critical for the realization of the mathematical abstraction process.
Examining School Connectedness and Communication with New American Parents
Author: Nguyen, David H. K.
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Family School Relationship,Immigrants,Interpersonal Communication,Parent Participation,Student Needs,Student Diversity,Elementary Secondary Education,Parent Teacher Cooperation,Refugees,Cultural Awareness,Teacher Role

Communication and connectedness between schools and New American students and families are important to support the academic and social success of students. This tool highlights areas of importance for New American parents stemming from focus groups and invites schools to assess their communication and connectedness with New American students and families with the purpose to improve two-way channels of engagement. Purposes of this tool are to: (1) facilitate a discussion among school personnel and others working with New American students and families on areas of improvement to better communicate and engage parents; (2) provide information in the form of brief &quot;tools&quot; that may be used by teachers and other school personnel to examine school and/or district-wide initiatives pertaining to New American students and families; and (3) raise awareness of the needs of New American children in the schools.
Family Disability and Civil Rights. Equity Tool
Author: Sullivan, Amanda L.
Date: 2019-09-00
Type: Guides - Non-Classroom
Subjects: Civil Rights,Students with Disabilities,Student Rights,Equal Education,Educational Discrimination,Special Education,Conflict Resolution,Eligibility,Access to Education,English Language Learners,Discipline,Bullying,Accessibility (for Disabled),Drug Therapy,Individualized Education Programs,Educational Legislation,Federal Legislation,Student Placement,Student Needs,Privacy

To help families navigate these processes, this tool is intended to introduce students and families to their rights in common scenarios, promote educational equity for students with disabilities, describe potential recourse or remedies for educational discrimination, and provide resources to enhance equity within schools. Families' rights and options under the law are extensive, so this tool highlights some common concerns for students or families about students' disability or civil rights throughout the process of qualifying for and receiving special education services. In all cases, open communication, such as requesting a meeting, can be helpful. Where the alternatives described do not lead to satisfactory outcomes, parents may also consider: (1) requesting a meeting to discuss parent's concerns; (2) requesting a mediation meeting with a third party; (3) filing a complaint with the Office of Civil Rights within 180 days of the incident. (4) writing a complaint letter to the state education agency within one year of the incident; and (5) requesting a due process hearing within two years. If parents disagree with the due process decision, they can file a civil lawsuit within 90 days of that decision.
Interrupting Microaggressions. Equity Tool
Author: Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC)
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Racism,Verbal Communication,Nonverbal Communication,Ethnic Stereotypes,Well Being,Health,Stress Variables,Intervention

Psychiatrist and professor Dr. Chester Pierce coined the term microaggression in the early 1960s to describe modern-day racism in the U.S. Pierce stated that most racial offenses are &quot;subtle and stunning&quot; and that the &quot;enormity of the complications they cause can be appreciated only when one considers that the subtle blows are delivered incessantly&quot; (Pierce, 1970, pp. 265-266). The repetitive patterns of aggressive acts/oppression inflicted upon individuals of Color have an accumulative effect on the physical, social, and emotional well-being of people of Color (Pierce, 1970). Expanding upon Pierce's work, Sue and colleagues (2007b) further defined microaggressions as the everyday (non)verbal and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to people based solely upon their marginalized group membership. The purpose of this document is to introduce the term microaggression, enumerating its taxonomies, impact, and how to begin addressing &amp; disrupting microaggressions when they occur.
Know Your Rights: Achieving Academic Success for Undocumented Students in the P-20 Pipeline. Equity Fact Sheet
Author: Nguyen, David H. K.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Student Rights,Undocumented Immigrants,Elementary Secondary Education,Preschool Education,Postsecondary Education,Access to Education,Public Policy,School Role,Politics of Education,Public Education,Legal Responsibility,Court Litigation,Law Enforcement

President Obama's Deferred Action for Childhood Arrivals program has opened access and opportunities for undocumented students (Bono, 2015), but the recent rescinding of DACA by the Federal Administration has created questions and concerns along the education pipeline for undocumented students, their families, and the education professionals who serve them (Huerta &amp; Ocampo, 2017). In response many municipalities, K-12 school districts, and college campuses have either declared themselves as &quot;sanctuaries&quot; -- adopting policies to refuse to collaborate and cooperate with federal immigration officials -- or have issued statements in support of DACAmented and undocumented students. This fact sheet provides information that is accessible to students, families, and education professionals to understand the legal rights of DACAmented and undocumented students.
From Policy to Plans: Supporting Students during COVID-19
Author: Hurtt, Alexandria
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Public Schools,Instruction,Educational Technology,Student Evaluation,Attendance,Well Being,Student Needs,Rural Urban Differences,School Closing,Elementary Secondary Education,State Policy,Planning,Student Characteristics,At Risk Students,Access to Education,Distance Education,Access to Computers,Internet,Progress Monitoring,Stress Variables,Student Participation,Mental Health,Social Emotional Learning

In the wake of COVID-19, the California legislature mandated that local educational agencies (LEAs) develop detailed Learning Continuity and Attendance Plans (LCPs) to address student learning and progress during the 2020-21 academic year. This brief summarizes results of an analysis of nearly 1,000 LCPs from public school districts across the state to understand how they intended to support students in critical areas like instruction, technology, assessment, attendance, and well-being. Overall, districts planned to provide technology, assess student learning, employ tiered levels of support, and prioritize services for special student populations. However, the practices described in the plans varied across districts, with the most notable differences between urban and rural areas. This analysis exposes broader opportunities for wide-scale reform in both education policymaking and implementation accountability postpandemic. [For the Working Paper, see ED624611.]
Policy and Planning in the Midst of Crisis: Supporting Student Learning during the COVID-19 Pandemic. Working Paper
Author: Hurtt, Alexandria
Date: 2022-05-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Public Schools,Instruction,Educational Technology,Student Evaluation,Attendance,Well Being,Student Needs,Rural Urban Differences,School Closing,Elementary Secondary Education,State Policy,Planning,Student Characteristics,At Risk Students,Access to Education,Distance Education,Access to Computers,Internet,Progress Monitoring,Stress Variables,Student Participation,Mental Health,Social Emotional Learning

As the COVID-19 crisis disrupted schooling, recovery efforts to ensure educational continuity in California included the adoption of Senate Bill 98, which mandated local educational agencies (LEAs) to complete Learning Continuity and Attendance Plans (LCPs). These plans act as critical snapshots of sensemaking in the midst of crisis; however, their details have yet to be explored statewide, concealing the potential trends that arise in local planning when traditional schooling is disrupted by crisis. Through a multiphase, mixed methods approach, this study examines the legislative requirements of an educational policy that orchestrated large-scale local planning. Results suggest that, during a crisis, equity is centered in both policy and the plans of public school districts, threaded through accessibility to instruction as well as academic and social-emotional supports. [For the Policy Brief, see ED624610.]
Recognizing Black LGBTQ Students in Schools. Equity Dispatch. Volume 5, Issue 3. Special Edition
Author: Parker, Joselyn L.
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: LGBTQ People,Equal Education,African American Students,Social Bias,Racism,Teacher Role,Administrator Role,Community Role,Social Justice,Educational Environment,At Risk Students,School Role

This &quot;Equity Dispatch&quot; enumerates issues Black LGBTQ students experience being marked as Black and queer, in a white supremacist and hetero-cisnormative society. Next, it examines what queerness, homophobia, and transphobia looks like among Black youth, reflecting on the consequences of societal oppression for these youth. Finally, this piece offers recommendations for what teachers, administrators, and community stakeholders can do to disrupt homophobia and transphobia in their school environments.
Serving English Learners during the COVID-19 Pandemic
Author: Reed, Sherrie
Date: 2022-05-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,COVID-19,Pandemics,Elementary Secondary Education,Public Schools,School Districts,Emergency Programs,Student Evaluation,Progress Monitoring,Supplementary Education,Academic Support Services,Educational Legislation

The COVID-19 pandemic and the resulting changes in schooling have been particularly difficult for students learning the English language. Recent research indicates that nearly 40 percent of English learners (ELs) nationwide were not receiving the services and support they needed to successfully engage with academic content during distance learning and that ELs experienced greater lags in learning than their peers. As the types and quality of instructional supports provided to ELs at school are vital to their educational outcomes, it is critical to understand how these students were supported during a nontraditional school year. This report highlights the ways in which public K-12 school districts planned to support ELs during the first full academic year of the pandemic. Results collectively indicate that districts communicated their intentions to assess student learning and progress, planned to provide both designated and integrated ELD services, and offered supplemental educational services to mitigate lags in student learning. However, in general Learning Continuity and Attendance Plans (LCPs) included too little detail to determine the extent to which plans for 2020-2021 differed from educational programming prior to the pandemic or the sufficiency of districts' plans to ensure student progress in language development and academic learning. Moreover, the legislation mandating the plans did not include measures for adherence to plans or for monitoring student outcomes as a result of plans. [This study is the product of the University of California, Davis, California Education Lab.]
Characteristics of 2020-21 Public and Private K-12 Schools in the United States: Results From the National Teacher and Principal Survey. First Look--Summary. NCES 2022-111
Author: Taie, Soheyla
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Public Schools,Private Schools,Institutional Characteristics,Elementary Secondary Education,COVID-19,Pandemics,Online Courses,School Personnel,Library Services,After School Programs,School Schedules,Programs,Teacher Selection,Service Learning,Special Education,English Language Learners,Low Income Students,Lunch Programs,Employment Opportunities,Educational Legislation,Federal Legislation

The 2020-21 National Teacher and Principal Survey (NTPS) is a nationally representative survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level data are also available for public schools, principals, and teachers. NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor forces. The survey is developed by the National Center for Education Statistics (NCES) of the Institute of Education Sciences (IES) within the U.S. Department of Education, and data are collected by the U.S. Census Bureau. This report presents basic estimates from the Public and Private School Data Files of the 2020-21 NTPS, the third collection of NTPS. The purpose of NTPS is to collect data to provide a detailed picture of U.S. elementary and secondary schools and their staff. Items about how schools first adapted to the coronavirus (COVID-19) pandemic during the spring of 2020 were included in the School, Principal, and Teacher Questionnaires. In addition, an item was included at the beginning of each questionnaire asking about the current effect of COVID-19 on instruction at the school at the time the survey was completed during the 2020-21 school year. This Summary presents selected findings from the First Look report. [For the Full Report, see ED624616.]
Characteristics of 2020-21 Public and Private K-12 Schools in the United States: Results from the National Teacher and Principal Survey. First Look. NCES 2022-111
Author: Taie, Soheyla
Date: 2022-12-00
Type: Reports - Research
Subjects: Public Schools,Private Schools,Institutional Characteristics,Elementary Secondary Education,COVID-19,Pandemics,Online Courses,School Personnel,Library Services,After School Programs,School Schedules,Programs,Teacher Selection,Service Learning,Special Education,English Language Learners,Low Income Students,Lunch Programs,Employment Opportunities,Educational Legislation,Federal Legislation

The 2020-21 National Teacher and Principal Survey (NTPS) is a nationally representative survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level data are also available for public schools, principals, and teachers. NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor forces. The survey is developed by the National Center for Education Statistics (NCES) of the Institute of Education Sciences (IES) within the U.S. Department of Education, and data are collected by the U.S. Census Bureau. This report presents basic estimates from the Public and Private School Data Files of the 2020-21 NTPS, the third collection of NTPS. The purpose of NTPS is to collect data to provide a detailed picture of U.S. elementary and secondary schools and their staff. Items about how schools first adapted to the coronavirus (COVID-19) pandemic during the spring of 2020 were included in the School, Principal, and Teacher Questionnaires. In addition, an item was included at the beginning of each questionnaire asking about the current effect of COVID-19 on instruction at the school at the time the survey was completed during the 2020-21 school year. This First Look report provides descriptive statistics and basic information from the 2020-21 National Teacher and Principal Survey Public School and Private School Data files. [For the Summary report, see ED624615.]
Characteristics of 2020-21 Public and Private K-12 School Principals in the United States: Results from the National Teacher and Principal Survey. First Look. NCES 2022-112
Author: Taie, Soheyla
Date: 2022-12-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Public Schools,Private Schools,Principals,Administrator Characteristics,Racial Differences,Ethnicity,Institutional Characteristics,Age Differences,Gender Differences,Educational Attainment,Salaries,Administrator Responsibility,Employment Experience,Influences,Decision Making,COVID-19,Pandemics

The 2020-21 National Teacher and Principal Survey (NTPS) is a nationally representative survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level data are also available for public schools, principals, and teachers. NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor forces. The survey is developed by the National Center for Education Statistics (NCES) of the Institute of Education Sciences (IES) within the U.S. Department of Education, and data are collected by the U.S. Census Bureau. This report presents basic estimates from the Public and Private School Data Files of the 2020-21 NTPS, the third collection of NTPS. The purpose of NTPS is to collect data to provide a detailed picture of U.S. elementary and secondary schools and their staff. Items about how schools first adapted to the coronavirus (COVID-19) pandemic during the spring of 2020 were included in the School, Principal, and Teacher Questionnaires. In addition, an item was included at the beginning of each questionnaire asking about the current effect of COVID-19 on instruction at the school at the time the survey was completed during the 2020-21 school year. This First Look report provides descriptive statistics and basic information from the 2020-21 National Teacher and Principal Survey Public School and Private School Data files. [For the summary report, see ED624618.]
Characteristics of 2020-21 Public and Private K-12 School Principals in the United States: Results from the National Teacher and Principal Survey. First Look--Summary. NCES 2022-112
Author: Taie, Soheyla
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,Private Schools,Principals,Administrator Characteristics,Racial Differences,Ethnicity,Institutional Characteristics,Age Differences,Gender Differences,Educational Attainment,Salaries,Administrator Responsibility,Employment Experience,Influences,Decision Making,COVID-19,Pandemics

The 2020-21 National Teacher and Principal Survey (NTPS) is a nationally representative survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level data are also available for public schools, principals, and teachers. NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor forces. The survey is developed by the National Center for Education Statistics (NCES) of the Institute of Education Sciences (IES) within the U.S. Department of Education, and data are collected by the U.S. Census Bureau. This report presents basic estimates from the Public and Private School Data Files of the 2020-21 NTPS, the third collection of NTPS. The purpose of NTPS is to collect data to provide a detailed picture of U.S. elementary and secondary schools and their staff. Items about how schools first adapted to the coronavirus (COVID-19) pandemic during the spring of 2020 were included in the School, Principal, and Teacher Questionnaires. In addition, an item was included at the beginning of each questionnaire asking about the current effect of COVID-19 on instruction at the school at the time the survey was completed during the 2020-21 school year. This Summary presents selected findings from the First Look report. [For the full report, see ED624617.]