ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Kentucky&apos;s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
Author: Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
Date: 2018-08-00
Type: Reports - Research
Subjects: Academic Standards,Language Arts,Mathematics Education,School Districts,Alignment (Education),College Readiness,Career Readiness,Teaching Methods,Administrator Attitudes,Principals,Teacher Attitudes,Disabilities,English Language Learners,Standardized Tests,Curriculum,Faculty Development,Educational Innovation,Barriers,Student Evaluation,Summative Evaluation,Formative Evaluation,Evaluation Methods,Educational Improvement,Socioeconomic Status,Academic Achievement,Geographic Location,Elementary Secondary Education,Parent Participation,Community Involvement,Accountability,Educational Legislation,Federal Legislation

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines through four lines of study to determine how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL's Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing the Kentucky Academic Standards (KAS) in English language arts (ELA) and math. Examined are how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. Other district characteristics were examined such as percentage of students receiving free or reduced-price lunch, student achievement or growth rates, and geographic location within the state--to ensure that the districts represented a range of contextual factors. Key findings on teacher perceptions on curriculum, professional development, assessments, SWDs, ELs, and outreach/communication are highlighted. Detailed insights from district officials in the six case study districts, emphasizing Kentucky's innovative practices and notable challenges are also shared.
Implementation of Texas&apos;s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts
Author: Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
Date: 2018-06-00
Type: Reports - Research
Subjects: Academic Standards,Language Arts,Mathematics Education,School Districts,Alignment (Education),College Readiness,Career Readiness,Teaching Methods,Administrator Attitudes,Principals,Teacher Attitudes,Disabilities,English Language Learners,Standardized Tests,Curriculum,Faculty Development,Educational Innovation,Barriers,Student Evaluation,Summative Evaluation,Formative Evaluation,Evaluation Methods,Educational Improvement,Socioeconomic Status,Academic Achievement,Geographic Location,Elementary Secondary Education,Parent Participation,Community Involvement,Accountability

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL's Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing the Texas Essential Knowledge and Skills (TEKS) state standards in English language arts (ELA) and math. How and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment are examined. This report highlights key survey findings on teacher perceptions on curriculum, professional development, assessments, technology, SWDs, and ELs. Detailed insights from the six case study districts, emphasizing Texas's innovative practices and notable challenges are shared.
Alternative and Independent: The Universe of Technology-Related &quot;Bootcamps&quot;. Research Report. RTI Press Publication RR-0033-1902
Author: Arbeit, Caren A.
Date: 2019-02-00
Type: Reports - Research
Subjects: Job Skills,Training,Online Courses,Conventional Instruction,Costs,Program Content,Educational Technology,Technology Uses in Education,Student Financial Aid,Accreditation (Institutions),Postsecondary Education,Nontraditional Education,Credentials,Fellowships,Computer Science Education,Information Technology,Foreign Countries,Career Development,Admission Criteria,School Business Relationship,Industry,Geographic Location

In recent years, nontraditional workforce training programs have proliferated inside and outside of traditional postsecondary institutions. A subset of these programs, bootcamps, advertise high job placement rates and have been hailed by policymakers as key to training skilled workers. However, few formal data exist on the number, types, prices, location, or other descriptive details of program offerings. We fill this void by studying the universe of bootcamp programs offered as of June 30, 2017. In this report, we discuss the attributes of the 1,010 technology-related programs offered in the United States, Canada, and online. We find more diversity among bootcamp providers and programs than would be expected from public discourse. This primarily relates to the mode of delivery (online vs. in person), intensity (part time/full time), cost, and program types. Based on the data we collected, we present a classification structure for bootcamps focused on five distinct program types.
Teacher Implementation of College and Career-Ready Standards: Challenges &amp; Resources
Author: Edgerton, Adam
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Program Implementation,College Readiness,Career Readiness,State Standards,Academic Standards,Teacher Attitudes,Academic Ability,Individual Differences,Parent Participation,Time Factors (Learning),Attendance,Barriers,Planning,Class Size,Educational Resources,Alignment (Education)

Roughly seven years have passed since the majority of states adopted college- and career-readiness (CCR) standards. Some states adopted the Common Core State Standards while others adopted their own versions of CCR standards. Because teachers are the primary implementers of CCR standards, we wanted to understand the challenges they face in using the standards in the classroom, the resources they find to be most helpful, and their attitudes toward the standards. This brief examines these issues using 2016-2017 survey data from Texas, Ohio, and Kentucky. Questions answered in this brief include: (1) What challenges do teachers face in implementing CCR standards? (2) What resources do teachers find helpful in implementing CCR standards? and (3) To what extent do teachers think that the standards are appropriate, rigorous, and flexible?
Year 1 State Report: California
Author: Edgerton, Adam K.
Date: 2018-01-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Academic Standards,Educational Change,Disabilities,English Language Learners,Language Arts,Mathematics Education,Educational Policy,Alignment (Education),State Policy,Educational Assessment,Faculty Development,Outreach Programs,Communication Strategies,Student Evaluation,Power Structure,Teacher Competencies,Elementary Secondary Education,Common Core State Standards

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has worked closely with its five partner states--California, Kentucky, Massachusetts, Ohio, and Texas--to explore their experiences with CCR standards-based reform, particularly regarding students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of California is continuing CCR standards implementation during a time of transition. For the purposes of this report and in keeping with C-SAIL's focus, the concentration is on implementation of California's English language arts (ELA) and math standards. Drawing on interviews with four key state officials across various offices in the California Department of Education (CDE), this report synthesizes and analyzes those responses using the &quot;policy attributes theory&quot; (Porter, Floden, Freeman, Schmidt, &amp; Schwille, 1988), a theoretical framework positing five attributes related to successful policy implementation (specificity, authority, consistency, power, and stability). The report is organized around six focal areas--standards and curriculum, assessment, professional development, students with disabilities (SWDs), English language learners (referred to in this report by the CDE term English learners, or ELs), and communication and outreach. The authors report on each focal area through the lens of each policy attribute to help readers see how state officials identified areas of strengths and challenges related to standards implementation in California.
Are You Ready for This? Preparing for School Change by Assessing Readiness. Policy Brief. RTI Press Publication PB-0020-1903
Author: McKnight, Katherine
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Educational Change,Principals,Change Strategies,Readiness,Leadership Responsibility,Cooperation,Educational Environment,Educational Resources,Context Effect,Administrator Attitudes,Scoring Rubrics,Barriers,School Policy

Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.
Year 1 State Report: Kentucky
Author: Pak, Katie
Date: 2017-02-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Academic Standards,Educational Change,Disabilities,English Language Learners,Language Arts,Mathematics Education,Educational Policy,Alignment (Education),State Policy,Educational Assessment,Faculty Development,Outreach Programs,Communication Strategies,Student Evaluation,Power Structure,Teacher Competencies,Elementary Secondary Education,Common Core State Standards

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly regarding students with disabilities (SWDs) and English language learners (ELLs).This report examines how the state of Kentucky is continuing CCR standards implementation during a time of transition. As their state legislature mandates a review of the standards and accountability system every six years, the Kentucky Department of Education (KDE) is in the midst of drafting potential revisions for public review and official implementation by summer 2017. For the purposes of this report and in keeping with C-SAIL's focus, the authors concentrate on implementation of Kentucky's English language arts (ELA) and math standards. Drawing on interviews with five key state officials across various KDE offices, the descriptive report synthesizes and analyzes those responses using the &quot;policy attributes theory&quot; (Porter, Floden, Freeman, Schmidt, &amp; Schwille, 1988), a theoretical framework positing five attributes related to successful policy implementation (specificity, authority, consistency, power, and stability). The report is organized around six focal areas--standards and curriculum, assessment, professional development (PD), students with disabilities (SWDs), English language learners (referred to in this report by the KDE term English learners, or ELs), and communication and outreach. The authors report on each focal area through the lens of each policy attribute to help readers see how state officials identified areas of strengths and challenges related to standards implementation in Kentucky. [This report was written with Nelson Flores, T. Philip Nichols, Emily Plummer, Amy Stornaiuolo, and Laura Desimone.]
2016 IACC Autism Spectrum Disorder Research: Portfolio Analysis Report
Author: National Institute of Mental Health (NIMH) (DHHS/NIH), Office of Autism Research Coordination (OARC)
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Research Needs,Strategic Planning,Portfolio Assessment,Financial Support,Screening Tests,Clinical Diagnosis,Biology,At Risk Persons,Intervention,Services,Symptoms (Individual Disorders),Federal Aid,Federal Legislation,Public Agencies,Private Financial Support,Needs,Foreign Countries

In 2009, the Interagency Autism Coordinating Committee (IACC) produced its first &quot;Strategic Plan for Autism Spectrum Disorder Research&quot; (ED509368), providing a framework to guide the efforts of federal and private funders of autism research. The &quot;IACC Strategic Plan,&quot; developed with extensive input from a broad array of federal and public stakeholders, organizes research priorities around seven general topic areas represented as community-focused &quot;questions.&quot; The questions are divided further into research objectives that address key research needs, gaps, and opportunities identified by the Committee. The &quot;2016 Portfolio Analysis Report&quot; is the first portfolio analysis measuring progress made toward the 22 primary objectives and one cross-cutting objective in the &quot;2016-2017 IACC Strategic Plan&quot; (ED589791). In addition to information on research progress made in 2016, the &quot;2016 IACC ASD Research Portfolio Analysis Report&quot; also provides an analysis of progress that was made over the nine-year period from 2008-2016. To accompany the &quot;IACC 2016 ASD Research Portfolio Analysis Report,&quot; detailed federal and private organization project data are available in the Autism Research Database (ARD), a database accessible via the IACC website. This database provides stakeholders with a centralized place from which to gather valuable information about ASD research that can support their efforts to serve the autism community. [For the &quot;2014-2015 IACC Autism Spectrum Disorder Research: Portfolio Analysis Report,&quot; see ED589793.]
Year 1 State Report: Massachusetts
Author: Nichols, T. Philip
Date: 2017-02-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Academic Standards,Educational Change,Disabilities,English Language Learners,Language Arts,Mathematics Education,Educational Policy,Alignment (Education),State Policy,Educational Assessment,Faculty Development,Outreach Programs,Communication Strategies,Student Evaluation,Power Structure,Teacher Competencies,Elementary Secondary Education,Common Core State Standards

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Massachusetts is approaching CCR standards implementation during a time of transition, as it develops the Next-Generation Massachusetts Comprehensive Assessment System, or the &quot;Next-Gen MCAS,&quot; in 2015-2016. The transition will take place in 2016-2017, with full implementation of the next-generation assessment by the spring of 2017. For the purposes of this report and in keeping with C-SAIL's focus, the authors concentrate on implementation of Massachusetts' English language arts (ELA) and math standards. Drawing on interviews with four key state officials across various offices of the Massachusetts Department of Education, the report synthesizes and analyzes those responses using the &quot;policy attributes theory&quot; (Porter, Floden, Freeman, Schmidt, &amp; Schwille, 1988), a theoretical framework positing five attributes related to successful policy implementation (specificity, authority, consistency, power, and stability). The report focuses on five focal areas--standards and curriculum, assessment, professional development (PD), English language learners (ELLs), and students with disabilities (SWDs). The authors report on each focal area through the lens of the policy attributes to help readers see how state officials identified areas of strengths and challenges related to standards implementation in Massachusetts. [This report was written with Nelson Flores, Katie Pak, Amy Stornaiuolo, and Laura Desimone.]
Gold Star: Enhancing Student Engagement through Gameful Teaching and Learning. IDEA Paper #75
Author: Alexander, James A.
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Student Motivation,Games,Learning Activities,Teaching Methods,Higher Education

&quot;Gamification&quot; is often (incorrectly) assumed to mean using games in the classroom, but its primary purpose is to integrate differentiated strategies of motivation and engagement into a number of activities, including teaching and learning. The authors synthesize research and practice in the field of gamification (also called gamified, or gameful, learning) in education, with particular attention to how the mechanics of games (e.g., action points, quests, dynamic difficulty adjustment, blockchains) can be integrated into course design and assessment, even without turning on a computer, and why instructors might want to, even if they are not gamers themselves.
Year 1 State Report: Ohio
Author: Stornaiuolo, Amy
Date: 2017-02-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Academic Standards,Educational Change,Disabilities,English Language Learners,Language Arts,Mathematics Education,Educational Policy,Alignment (Education),State Policy,Educational Assessment,Faculty Development,Outreach Programs,Communication Strategies,Student Evaluation,Power Structure,Teacher Competencies,Elementary Secondary Education,Common Core State Standards

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Ohio is approaching CCR standards implementation during a time of transition, as they revised the Ohio Learning Standards in 2015-2016. The approval process will take place in 2016-2017, with new materials and revised standards ready for the 2017-2018 school year. For the purposes of this report and in keeping with C-SAIL's focus, the authors concentrate on implementation of Ohio's English language arts (ELA) and math standards. Drawing on interviews with seven key state officials across various offices of the Ohio Department of Education (ODE), the report synthesizes and analyzes those responses using the &quot;policy attributes theory&quot; (Porter, Floden, Freeman, Schmidt, &amp; Schwille, 1988), a theoretical framework positing five attributes related to successful policy implementation (specificity, authority, consistency, power, and stability). The report focuses on five focal areas--standards and curriculum, assessment, professional development (PD), English language learners (ELLs), and students with disabilities (SWDs). The authors report on each focal area through the lens of the policy attributes to help readers see how state officials identified areas of strengths and challenges related to standards implementation in Ohio. [This report was written with Nelson Flores, T. Philip Nichols, Katie Pak, Emily Plummer, and Laura Desimone.]