ethanporcaro/eric-fulltext-meta huggingface dataset:
Facilitating Conversations on Difficult Topics in the Classroom: Teachers&apos; Stories of Opening Spaces Using Children&apos;s Literature. Occasional Paper Series 44
Author: Boldt, Gail, Ed.
Date: 2020-11-00
Type: Collected Works - General
Subjects: Discussion (Teaching Technique),Controversial Issues (Course Content),Childrens Literature,Teaching Methods,Social Problems,Gender Issues,Sexuality,Social Bias,Racial Bias,Death,Grief,Climate,Ecology,Police,Social Class,Trauma,Poverty,Mental Disorders,Preschool Education,Elementary Secondary Education,Postsecondary Education,Social Development,Emotional Development,Child Development,Psychological Patterns,Sexual Identity,Picture Books,Friendship,United States History,Japanese Americans,LGBTQ People,Preservice Teacher Education,Oral Reading

For this edition of the &quot;Bank Street Occasional Paper Series,&quot; educators were invited to share stories from their practice: times when they utilized children's literature and conversations to address real life; the difficult topics that children experience through the mirror of their own experiences or the windows of their peers, communities, or world. These stories are the stories of educators who have tried, and sometimes stumbled, and are showing their vulnerabilities. In each story, there is profound learning from the conversations that emerge from books. In the range of stories offered in this issue, there is one commonality: teachers are responding to the challenges that students of all ages face in their lives. These include concerns about gender and sexuality, racism, death and grief, climate change, police brutality, class issues, trauma, family insecurity, and mental health challenges. The essays are arranged in pairs by age/grade levels from preschool, to early elementary, middle elementary, late elementary, middle school, high school, and college, however, every one of these authors offers thoughtful guidance to educators (and non-educators), no matter the level with which they most identify.
Serving Those with the Greatest Needs Will Benefit All Students: Results from a COVID-19 Education Survey
Author: Marchitello, Max
Date: 2020-08-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,At Risk Students,Foster Care,Correctional Institutions,Institutionalized Persons,Homeless People,Barriers,Time,Educational Practices,Access to Education,Leadership Responsibility,Social Services,Juvenile Justice,Agency Role,Student Needs,Immigrants,Mental Health,English Language Learners,Special Needs Students

The coronavirus pandemic will have a profound, lasting impact on students, particularly those who are already marginalized. This includes students in foster care, those in juvenile detention facilities, or those experiencing homelessness. Schools, districts, nonprofit organizations, and other partners play a critical role in ensuring that systems of care support young people who need our help the most. To better understand how these systems have responded to the current crisis, Bellwether Education Partners surveyed leaders in education, social service agencies, nonprofits, and the juvenile justice system over the spring. Leaders were asked to share how they're using their time differently due to the pandemic, what barriers young people and their families face, and what supports are needed to navigate this crisis. Based on the responses to the survey, 20% of leaders across systems of care, including those serving the most vulnerable students, had their jobs entirely repurposed in response to COVID-19, while another 42% expanded the types of services they provide to young people and their families. These data suggest what many already suspected: This moment requires more people -- both in number and in type of role -- to do more of the things that might be outside their job descriptions to meet the needs of special populations of students.
Tool for Assessing the Health of Research-Practice Partnerships. REL 2021-057
Author: Scholz, Carrie
Date: 2021-02-00
Type: Guides - General
Subjects: Program Evaluation,Formative Evaluation,Partnerships in Education,Theory Practice Relationship,Program Effectiveness,Educational Indicators,Educational Research,Trust (Psychology),Research Methodology,Educational Objectives,Educational Improvement,Capacity Building,Researchers

This tool is designed for individuals who want to formatively assess a research-practice partnership (RPP) in collaboration with its members. It provides guidance on how to set and monitor progress on quarterly RPP goals aligned to five critical dimensions that researchers and practitioners must address to build and sustain an effective RPP. This tool and its related processes enable RPP evaluators and members to monitor the health of their RPP by tracking the extent to which it is meeting its goals and demonstrating effectiveness, as articulated by the five dimensions and their indicators. Using a formative lens rather than a summative one, the tool encourages RPP members to purposefully and honestly reflect on their collaborative work and to make necessary adjustments over time. This tool is designed so that even individuals with limited experience evaluating or participating in RPPs can use it effectively.
Examining the Reading-Related Competencies of Struggling Adult Readers: Nuances across Reading Comprehension Assessments and Performance Levels
Author: Talwar, Amani
Date: 2021-01-17
Type: Reports - Research
Subjects: Reading Comprehension,Reading Tests,Language Skills,Reading Difficulties,Adults,Oral Language,Vocabulary Skills,Decoding (Reading),Predictor Variables,Scores,Models,Listening Comprehension,Reading Fluency,Inferences,Prior Learning,Comparative Analysis,Correlation,Adult Literacy,Achievement Tests,Reading Skills

Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and inferencing across three reading comprehension tests and across low, average, and high levels of performance. OLS regression models accounted for 66% of the variance in WJ Passage Comprehension scores with all competencies except listening comprehension as significant predictors; 43% of the variance in RAPID Reading Comprehension scores with decoding and listening comprehension as significant predictors; and 31% of the variance in RISE Reading Comprehension scores with decoding as a significant predictor. Quantile regression models and between-quantile slope comparisons showed that the effects of some predictors on reading comprehension varied across performance levels on one or more tests. Implications for instruction, assessment, and future research are discussed. [This paper will be published in &quot;Reading and Writing: An Interdisciplinary Journal.&quot;]
Micro-Credentials: Trends in Credit Transfer and Credentialing
Author: Duklas, Joanne
Date: 2020-11-00
Type: Reports - Research
Subjects: Foreign Countries,Credentials,College Admission,Transfer Policy,Labor Market,Research Needs,Educational Research,Employer Attitudes,Postsecondary Education,Technology Uses in Education,Educational Quality

A plethora of micro-credentialing research and pilots are underway across Canada and around the world led by academic researchers, government, and industry. The intensity is creating a perfect storm of opportunity that is reframing assessment practices. Exploring their utility for admission and transfer into higher education, the focus of this study, represents a gap in the research. Four objectives defined the scope of this research: (1) identifying and reviewing current and emerging practices in developing and accepting micro-credentials in admissions and transfer in British Columbia and elsewhere; (2) assessing institutional perspectives on motivations, issues, and opportunities for developing and using micro-credentials for admissions and transfer at post-secondary institutions in BC, Canada and beyond; (3) exploring employers'/ human resources staff perspectives on micro-credentials in the labour market, to the extent information was available and accessible; and (4) identifying areas for future research and, if appropriate, the development of practices. The research approach included conducting eight interviews with higher education micro-credentialing experts, including those situated within Canadian post-secondary institutions; a national, bilingual survey that had a 90% response rate with 90 participants; and an environmental scan of the literature and web information for micro-credentials. The report provides insights into current micro-credentialing practices, motivations, and perspectives at Canadian higher education institutions and beyond.
Designing Embedded Case Study Research Approach in Educational Research
Author: Budiyanto, C.
Date: 2019-04-00
Type: Journal Articles
Subjects: Case Studies,Research Design,Research Methodology,Educational Research,Qualitative Research,Institutional Research

Despite the case study research method has been widely adopted in qualitative research, few scholarly articles addressed the comprehensive guidance on the use of embedded case study research design. This paper aims to contribute to the literature by demonstrating the use of embedded case study research design in qualitative research. A pseudo case was exemplified by exploring the relationship between a holding company and its subsidiary companies of a corporate group. What constructs a case and the rationale for the case being studied is exemplified. The paper further outlines the research protocol, the procedure of inquiry, and the design of the embedded case analysis. A brief explanation of the context of the case enriches the understanding of the investigated cases.
Brain Drain in Maryland: Exploring Student Movement from High School to Postsecondary Education and the Workforce. The AIR Professional File, Fall 2020. Article 151
Author: Bloomfield, Amber
Date: 2020-00-00
Type: Reports - Research
Subjects: Brain Drain,Migration Patterns,Relocation,Student Mobility,High School Graduates,Public Schools,Postsecondary Education,College Attendance,College Choice,Out of State Students,Place of Residence,Undergraduate Study,Labor Market,Employment Patterns,Student Characteristics,High Achievement,Longitudinal Studies

Brain drain--the movement of high school and college graduates out of state for employment--is a concern for state policymakers. This study focuses on brain drain of students who graduate from high school in Maryland. Using data from the Maryland Longitudinal Data System and applying propensity score matching to control for differences between the groups, we evaluated the degree to which brain drain exists in Maryland, and which students are likely to contribute to brain drain. Findings indicate that brain drain does exist in this state: students who graduated from a Maryland high school and who attended college out of state were less likely to return to Maryland to join the workforce compared to students who remained in state for college. Additionally, higher-achieving students were more likely to be lost to brain drain.
Self-Study Guide for Evidence-Based Coaching for Literacy: PreK-Grade 12. REL 2021-062
Author: Lee, Laurie
Date: 2021-02-00
Type: Guides - Classroom - Teacher
Subjects: Evidence Based Practice,Coaching (Performance),Literacy Education,Elementary Secondary Education,Program Implementation,Program Effectiveness,Lesson Plans,Documentation,Noninstructional Responsibility,Teacher Role,Teacher Responsibility,Contracts,Teacher Selection

The purpose of this self-study guide is to increase the knowledge, skills, and ability of teachers to implement evidence-based instructional practices by improving the effectiveness of literacy coaching. This self-study guide is intended to help administrators, teacher leaders, and coaches determine which components of literacy coaching to prioritize based on the data collected. Sources of evidence for this review include coach schedules, lesson plans, professional development agendas, and similar documents, which self-study team members can review to assess whether an area of coaching is being sufficiently addressed. The components important to implementation of coaching were identified based on a thorough review of the literature on literacy coaching. This guide was developed in partnership with the Regional Educational Laboratory Southeast's Improving Literacy Research Alliance. It was pilot tested with Wolfpack Works coaches, a literacy coaching program based at North Carolina State University.
Steps to Success: Communicating with Your Child&apos;s School
Author: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Parent School Relationship,Problem Solving,Special Education,Communication Skills,Parent Rights

Parents with children receiving special education services are more than likely very involved in their child's school and teachers--including planning, reviewing, and assessing their child's educational program. Over time, these parents learn a lot about the special education process and how to communicate and negotiate on their child's behalf. While their knowledge, skill, and confidence will naturally increase, there are some specific communication skills that can help them be most successful in developing and maintaining a strong partnership with their child's school. The hope is that these &quot;Steps to Success&quot; will be particularly helpful to parents who are new to the special education process. This brochure offers specific communication skills that may be helpful to parents as they develop and maintain partnerships with their child's school. [For the first edition of this document (2004), see ED483203.]
COVID-19 and Sustainability in Higher Education: Reflective Review
Author: Munna, Afzal Sayed
Date: 2021-05-00
Type: Journal Articles
Subjects: Higher Education,COVID-19,Pandemics,Sustainability,Life Style,Quality of Life,Universities,Foreign Countries,Federal Aid,Educational Finance,School Community Relationship

Sustainability is a lifestyle designed for permanence. Sustainability is the comparatively simpler idea, which can be explained in purely descriptive terms as the capacity of any given system to exist and reproduce on a long-term basis. The development adds a value judgment by implying the desired evolution of human society. Sustainability in Higher Education calls us to new sets of relationships-with our students, with each other, with what we learn, and with ourselves. In this reflective review the researcher has attempted to reveal some common facts relating to COVID-19 and sustainability in the higher education.
Investigating Students&apos; Scientific Creativity and Metacognitive Awareness Level According to RIASEC Interest Inventory
Author: Duruk, Ümit
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Process Skills,Creativity,Creative Thinking,Metacognition,Science Interests,Vocational Interests,Interest Inventories,Scores,Middle School Students,Foreign Countries,Classification

The primary goal of this study was to identify which of the RIASEC categories the students participating in the sample fell into. The other goal was to determine whether the students' scientific creativity and metacognitive awareness scores differed significantly depending on their RIASEC categories and gender. The study was a descriptive survey including 162 students studying in the sixth, seventh and eighth grades of a public middle school in Turkey. The students were asked to fill out the RIASEC Inventory, Scientific Creativity Scale and Metacognitive Awareness Scale. Student t-test and one-way ANOVA were conducted in the statistical analysis. Based on the analyses, it was found that most of the students fell into a single category in terms of the RIASEC category classification. There was no significant difference between the scientific creativity scores of the students in terms of the RIASEC categories. Their metacognitive awareness scores, however, differed significantly depending on the categories. The significant difference between the metacognitive awareness scores was found to be in favor of the students falling into two categories, in comparison to those belong to a single category. Considering the sub-dimensions of metacognitive awareness, it was observed that the difference was in the sub-dimensions of declarative knowledge and procedural knowledge, and in the sub-dimension of monitoring ability in terms of metacognitive regulation. The interpretation of the findings obtained through the analyses led to the conclusion that the students' creativity scores were not influenced by the RIASEC categories to which they belonged, and that their metacognitive awareness scores could be associated with the categories of this model of vocational interest. Implications for practice into the classroom are discussed and further recommendations for future studies provided.
Working from Home vs Learning from Home: A Critical Investigation and Analysis during the COVID-19
Author: Munna, Afzal Sayed
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Work Environment,Parents,Family Environment,Distance Education,Disease Control,Teleworking,Foreign Countries,Parent Attitudes,Decision Making,Personality Traits,Psychological Patterns

The article aimed to make a critical investigation and analysis on working from home vs learning from home during the COVID-19. Small-scale research was conducted only targeting parents (having at least one school going child) to capture the view of how they deem the concept of working from home vs learning from home and whether there are any reservations among both concepts. The findings from the 36 respondents' feedback suggest that parents often prefer working from home (wherever possible) but the same parent does not want their child to learn from home. The research shows that most parents believe remote working leads to higher productivity and leads to cost-effectiveness and remote learnings deteriorate creativity.
Teaching and Learning Process to Enhance Teaching Effectiveness: A Literature Review
Author: Munna, Afzal Sayed
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Instructional Effectiveness,Higher Education,Active Learning,Self Esteem,Periodicals,Reflection,Feedback (Response),Teacher Student Relationship,College Students,College Faculty,Learning Strategies,Role Playing,Academic Achievement,Expectation,Inclusion,Teacher Effectiveness,Foreign Countries

Teaching and learning process can be defined as a transformation process of knowledge from teachers to students. It is referred as the combination of various elements within the process where an educator identifies and establish the learning objectives and develop teaching resources and implement the teaching and learning strategy. On the other hand, learning is a cardinal factor that a teacher must consider while teaching students. The paper evaluated various academic journals, pedagogy, and inclusive practices to assess the teaching effectiveness within the higher education setting. The objective of the research is to assess the teaching effectiveness in a higher education setting. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. The research findings suggest that providing positive and adequate formative and developmental feedback, introduction of role-play has a profound positive impact on the students' confidence and self-esteem. It was also revealed that, active learning environment promotes inclusivity and improve the faculty and student academic performances. The research findings will enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner's expectation and academic performance.
Annual Report of the Committee on Accreditation to the Commission on Teacher Credentialing, 2018-19
Author: California Commission on Teacher Credentialing
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Teacher Certification,Credentials,State Standards,Teacher Education Programs,Accountability,Program Effectiveness,Peer Evaluation,Technical Assistance,Educational Quality,Educational Improvement,Standards,School Personnel

The 2018-19 year continued the important work of refining and improving the new accreditation system. Significant progress was made by the Commission, the Committee on Accreditation (COA), and the Commission staff with respect to implementation of the revised accreditation system. The accreditation system is the primary means by which the Commission ensures quality in educator preparation in California. Following a multi-year effort to strengthen and streamline accreditation, including the development of new or revised activities and requirements envisioned by the Commission, and a year of substantial technical assistance to the field in 2016-17, the Commission resumed full accreditation activities including site visits in 2017-18, and this work continued in 2018-19. The major objectives of the revised accreditation system, as outlined in the &quot;Accreditation Framework,&quot; include the following: (1) Accreditation assures that programs meet state standards for professional preparation programs, and, in so doing, are allowed to recommend candidates for state licensure; (2) Accreditation assures candidates and the public that educator preparation programs are of high quality and effective in preparing candidates to meet licensure requirements; (3) Accreditation assures candidates and the public that programs are accountable for the quality and effectiveness of the preparation they provide to candidates; (4) Accreditation assures that peers determine each program's quality and effectiveness in order to retain their accreditation status review evidence; and (5) Accreditation provides the means for programs to continuously improve based on evidence of candidate outcomes, program effectiveness, and on feedback from ongoing peer review processes. This report presents information about the major activities of the accreditation system, the COA decisions that were made, and some of the major areas of focus for academic year 2018-19. [For the previous report, &quot;The Committee on Accreditation's Annual Accreditation Report to the Commission on Teacher Credentialing, 2017-2018,&quot; see ED592982.]