ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizing Early Education for Improvement: Voices from the Field on Essential Supports
Author: Pacchiano, Debra M.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Educational Quality,Program Effectiveness,Disadvantaged,Educational Resources,Social Differences,Organizational Climate,Program Evaluation,Administrator Attitudes,Teacher Attitudes,Family Involvement,Teaching Methods,Learning Processes,Educational Environment,Outcomes of Education,Parent Attitudes,Teacher Collaboration,Preschool Teachers,Leadership Effectiveness,Educational Improvement

Young children are gaining access to and enrolling in preschool programs across the country in increasing numbers. Unfortunately, the quality of these programs varies tremendously. The highest quality programs disproportionately serve children from the most advantaged homes. By contrast, lower quality and less effective programs disproportionately serve children from under-resourced communities--the very children who stand to benefit most from top-notch early childhood education. A growing body of research demonstrates that strengthening the organizational climate and conditions surrounding classroom practice and family engagement offers an effective method for increasing quality. The authors spent time observing early childhood education programs, some that were high functioning and some that were not. They talked with leaders, teachers, staff, and families about what supported them in, or hindered them from, implementing higher quality teaching and positively impacting children's learning. Differences in their organizational climates and conditions were unmistakable. Simply put, high-performing sites had organizational contexts far more supportive of teaching, learning, and family engagement than sites that were not high performing. In this report, the authors describe those strong organizational contexts and how they empower leaders, teachers, and families to aspire to and realize higher quality practice and better outcomes for young children.
A New Approach to Policy: The Case for Strengthening Organizational Conditions to Improve Early Childhood Care and Education Quality
Author: Connors, Maia
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Educational Quality,Educational Policy,Early Childhood Education,Child Care,Child Development,Learning Processes,Teaching Methods,Classroom Techniques,Faculty Development,Teacher Qualifications,Teacher Education Programs,Teacher Role,Administrator Role,Teacher Salaries,Standards,Decision Making,Communities of Practice,Organizational Change,Cooperation

This brief report outlines policy approaches that have the potential to strengthen the organizational conditions of early care and education (ECE) programs as a means to quality improvement. The ultimate goal is to enhance the ability of all ECE programs to support young children's learning and development by improving the quality of teaching and learning in classrooms. Evidence shows that children learn more in high-quality classrooms, yet recent research has illuminated the limitations of current policy approaches to strengthening classroom practice. A new approach is proposed in this brief report: Advocating for and implementing policies aimed at improving the organizational conditions of ECE programs as a means to stimulate quality improvement at the classroom level.
North Dakota K-12 Smart Restart: Healthy Return to Learning. Version 3.0
Author: North Dakota Department of Public Instruction
Date: 2020-11-04
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Public Health,School Safety,Educational Planning,Social Emotional Learning,Students with Disabilities,Nutrition,Student Evaluation,Educational Finance,Federal Legislation,Federal Aid,Decision Making,Health Insurance,Educational Legislation,Privacy,Parent Rights,Disease Control,School Schedules,Records (Forms),Barriers,School Districts,Student Needs,Educational Methods,Family Involvement,Community Involvement

This report is produced by the North Dakota Healthy Return to Learning team, a diverse team of subject matter experts collaborating with state agencies and communities to provide resources, processes, and strategies that schools, local public health and the state need to keep schools operating in their dual mission of high quality education for all students while ensuring public health. It discusses recommendations on school opening, health and safety plan requirements, guiding questions and considerations, funding, local public health (LPH) decision-making protocol to assist school districts, and reasonable communication between LPH agencies and schools. The report concludes with a list of supporting resources from within the state of North Dakota and from sources of external guidance. [The report is a collaboration between the North Dakota Department of Public Instruction (NDDPI) and the North Dakota Department of Health (NDDoH). For Version 2.0, see ED609115.]
Emotional Intelligence and Attitudes towards Teaching Profession of B.Ed. Teacher Trainees: A Study
Author: Roy, Partha
Date: 2021-01-00
Type: Journal Articles
Subjects: Emotional Intelligence,Work Attitudes,Teaching (Occupation),Preservice Teachers,Foreign Countries,Gender Differences,Rural Urban Differences

This paper aims to study the Emotional Intelligence and Attitudes towards Teaching Profession of B.Ed. Teacher Trainees. This study conducted on 50 pursuing and pass-out students, who are B.Ed. Teacher Trainees selected purposively from various B.Ed. teacher training college of South 24 Parganas, North 24 Parganas, Kolkata, and Nadia district of West Bengal. Sample is selected using a stratified random sampling technique to representation both the genders (male &amp; female) and habitat (rural &amp; urban). For collection of data Emotional Intelligence scale by Shailendra Singh (2004) and Attitudes towards Teaching Profession scale by Mary L. Renthlei &amp; Dr. H. Malsawmi (2015) are used. To achieve the objectives and test hypotheses I used descriptive statistics, like Mean, S.D. &amp; Inferential Statistics like independent t-test &amp; Pearson Product-Moment. The result shows that there are no significance relationship between Emotional Intelligence and Attitude towards teaching profession of B.Ed. teacher trainees and there are a significant correlation between the attitude of male &amp; female B.Ed. teacher trainees towards teaching profession.
A New Method for Describing Chicago Neighborhoods
Author: Connors, Maia C.
Date: 2020-10-00
Type: Reports - Research
Subjects: Neighborhoods,Definitions,Access to Education,Urban Areas,Cluster Grouping,National Surveys,Census Figures,Geographic Location,Urban Demography

The process and results of defining neighborhoods may look different depending on the purpose. In this brief, the authors focused on how neighborhoods in Chicago are defined. The initial goal of this work was to answer questions about how access to and enrollment in school-based pre-kindergarten (pre-k) may have varied by neighborhood characteristics. In conducting this work, the authors used a data-driven method for characterizing neighborhoods that leveraged publicly available census data and allowed for consideration of many neighborhood characteristics simultaneously. This method resulted in a parsimonious set of five neighborhood groupings in Chicago that simplified how the relationship of neighborhood characteristics to a host of educational and other outcomes was understood. This brief shares the approach to defining neighborhood groupings and their characteristics and the findings about them. First, the authors review prior neighborhood research and ways of characterizing Chicago community areas and neighborhoods, outlining how the current work builds on these previous efforts. Next the data-driven method for grouping neighborhoods is presented and the neighborhood groupings are described. Finally, the potential uses and implications of the work is discussed. The hope is that others in Chicago (or elsewhere) find this approach to defining neighborhood groupings useful -- both for conducting research studies and providing services or resources.
Incorporating Education into Coordinated Community Responses to Youth and Young Adult Homelessness: Lessons from the Youth Homelessness Demonstration Program
Author: National Center for Homeless Education (NCHE)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Homeless People,Program Descriptions,Profiles,Public Agencies,Government Role,Youth Programs,Outcomes of Education,Technical Assistance,Innovation,Prevention,Young Adults,Urban Areas,Rural Areas,Suburbs,Educational Attainment,Demonstration Programs,Housing,Access to Education,Governance,Program Development,Partnerships in Education,Role of Education

This NCHE program profile explores the role of education in the U.S. Department of Housing and Urban Development's Youth Homelessness Demonstration Program (YHDP); summarizes key education outcomes in, lessons learned in, and technical assistance provided to YHDP communities; and shares cross-system innovations and promising practices for preventing and ending youth and young adult homelessness in urban, suburban, and rural communities.
Reimagine and Rebuild: Restarting School with Equity at the Center
Author: Stanford University, Policy Analysis for California Education (PACE)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Districts,Educational Change,Change Strategies,Interpersonal Relationship,Student Needs,Holistic Approach,Cooperation,Relevance (Education),Teamwork,Empowerment,At Risk Students,Equal Education,Social Justice,Partnerships in Education,Educational Quality,Student Diversity,Discipline,Tutoring,Mentors,Mental Health,Racial Bias,Board of Education Role,Elementary Secondary Education

The COVID-19 pandemic has exposed long-standing systemic inequities in education with resulting gaps in opportunity and academic achievement. In addition, many affected students have experienced additional trauma as the pandemic has cost lives and livelihoods in families already vulnerable and on the edge. School staff have also experienced greater stress and burnout this year. This report describes one bold move districts can make to begin rebuilding an education system that works for each young person. Every California district should take approximately 6 weeks over the summer or at the beginning of the school year to offer students, families, and educators a restorative restart. During this time, district and school leaders and staff should prioritize the following restorative practices, all grounded in the science of learning and development, and then continue to expand these practices year round: (1) Center Relationships; (2) Address Whole Child Needs; (3) Strengthen Staffing &amp; Partnerships; (4) Make Teaching &amp; Learning Relevant &amp; Rigorous; and (5) Empower Teams to Reimagine &amp; Rebuild Systems. This report details each of these evidence-based, equitable actions that district and school leaders and staff can undertake for this restorative work to happen. [This brief was developed by California-based family and student engagement organizations, associations representing educators and system leaders, research institutes, and civil rights and equity groups. A complete list of these organizations can be found on the full text.]
Completion of a College Certificate or Diploma after a Bachelor&apos;s Degree. Insights on Canadian Society
Author: Wall, Katherine
Date: 2021-04-08
Type: Reports - Research
Subjects: Bachelors Degrees,Foreign Countries,Educational Certificates,Academic Degrees,Postsecondary Education,Employment Qualifications,Majors (Students),Occupations,Adult Students,Age Differences,Gender Differences,College Graduates

Although completing a college certificate or diploma program after a bachelor's degree has long been a topic of interest for federal policy makers and academic organizations, its prevalence and nature have not been clearly characterized to this day. Many of the studies exploring this issue have been limited to a single institution or a single subnational region, or have faced challenges related to limited sample size. Additionally, many are from the United States. However, Canada differs from the United States, and from most other industrialized countries, in the strength and size of its college system. This paper fills the data and knowledge gap on college credentials completed after a bachelor's degree, by providing a clear characterization of this pathway's prevalence, nature and outcomes. It combines data from the Postsecondary Student Information System (PSIS) with data from the 2016 Census of Population to examine recent graduates from public colleges in Canada (i.e., those who graduated between 2010 and 2018) who had a prior bachelor's degree. Although this article deals with findings prior to the COVID-19 pandemic, it provides important insights to better understand non-traditional educational pathways, which may become more common in the current context. While it is still early to evaluate the structural and longer-term changes to the economy caused by the pandemic, it is already clear that some industries such as accommodation and food services and arts, entertainment and recreation have been hit the hardest. Many workers from these sectors may have to complete a new program to start a new career or to build on their existing skills and knowledge.
Attitudes of Primary School Teachers towards Inclusive Education in Belize: A Systematic Review
Author: Jones, Jeneva
Date: 2020-00-00
Type: Dissertations/Theses
Subjects: Foreign Countries,Inclusion,Elementary School Teachers,Teacher Attitudes,Regular and Special Education Relationship,Barriers,Student Characteristics,Teacher Characteristics,Educational Environment,Students with Disabilities,Knowledge Level,Teacher Competencies

For the last three decades, the remarkable practice of inclusive education has been supported and carried out in many countries across the world. Belize however, continues to face many challenges in implementing inclusive education, making the process very slow in its development. The aim of this qualitative systematic review was to determine the attitudes held by Belizean primary school teachers towards inclusive education in general education classrooms. The study utilised the PRISMA guidelines for conducting systematic reviews, document and thematic analysis as the research methods for collecting and analysing empirical data relating to Belizean primary school teachers' attitudes towards inclusive education. A total of four documents were included in this review. According to the study's findings, primary school teachers in Belize have varying attitudes towards the inclusive education of children with special needs. Such results provide many implications for further development in inclusive practices in the country. However, a few teachers indicated negative or neutral attitudes towards the process. The latter attitudes were influenced by various factors related to the student, teacher and educational environment. The findings also indicate chief challenges that hinder the implementation of quality inclusive education such as the lack of knowledge by the teachers, the lack of educational resources and the lack of parental involvement in the children's education. The author concludes that primary school teachers in Belize have varying attitudes towards including students with special needs into their classrooms. There is still much more work to be done in improving the attitudes of some teachers and creating more effective inclusive educational environments.
Results in Brief: Collaboration for Safe and Healthy Schools--Study of Coordination between School Climate Transformation Grants and Project AWARE
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: School Safety,Educational Environment,Grants,Mental Health,Health Services,Guidelines,Student Needs,Educational Change,School Districts,Resilience (Psychology),Wellness,Health Promotion,Program Descriptions,State Departments of Education,Staff Development,Referral,Educational Resources,Cooperation,Elementary Secondary Education

The Now is the Time initiative, introduced following the school shooting at Sandy Hook Elementary in 2012, includes among its goals making schools safer and increasing access to mental health services. To address these aims, the U.S. Department of Education launched its School Climate Transformation Grant (SCTG) program, which aims to promote more positive school climates and safer schools using an evidence-based framework known as Multi-Tiered Systems of Support (MTSS). The U.S. Department of Health and Human Services simultaneously began its Project Advancing Wellness and Resilience in Education (Project AWARE), which aims to promote better student access to mental health services by training school staff to notice, understand, and respond to signs of psychological distress. The purpose of this study was to examine how states and districts that participate in both SCTG and Project AWARE reported coordinating services and supports, including the mechanisms and practices used in coordination; grantee perceptions regarding the value of coordinating; and the challenges and lessons learned from a collaborative effort. This study used a conceptualization of coordination as a continuum of activities from simple communication and information sharing at the low end toward mutual responsibility and accountability at the high end. [For the full report, see ED591031.]
The Cost of Economic and Racial Injustice in Postsecondary Education
Author: Carnevale, Anthony P.
Date: 2021-00-00
Type: Reports - Research
Subjects: Racial Bias,Social Bias,Socioeconomic Status,Educational Attainment,Postsecondary Education,Economic Factors,Cost Effectiveness,Debt (Financial),Low Income Groups,Taxes,Correctional Rehabilitation,Public Health,Expenditures,Federal Aid,Federal Programs,Wages,Educational Equity (Finance),Majors (Students),Equal Education,Crime,Institutionalized Persons,Correctional Institutions,Family Structure,Critical Thinking,Thinking Skills,Citizen Participation,Authoritarianism,Empowerment,Psychological Patterns,Diversity

In partnership with the Postsecondary Value Commission, we conducted a thought experiment on the costs of inequality in the US education system. Our simulation found that the US economy misses out on $956 billion dollars per year, along with numerous nonmonetary benefits, as a result of postsecondary attainment gaps by economic status and race/ethnicity. &quot;The Cost of Economic and Racial Injustice in Postsecondary Education&quot; finds that closing these gaps would require an initial public investment of at least $3.97 trillion, but the benefits would outweigh the costs over time. Equalizing educational attainment without increasing student debt for low-income adults could also boost GDP by a total of $764 billion annually. [During the writing of this report, Kathryn Peltier Campbell, Ban Cheah, Megan L. Fasules, Artem Gulish, Michael C. Quinn, Jenna R. Sablan, Nicole Smith, and Jeff Strohl received funding from the Institute for Higher Education Policy for work done on behalf of the Bill &amp; Melinda Gates Foundation.]
Sámi: The Sámi Language in Education in Sweden, 2nd Edition. Regional Dossiers Series
Author: Hettema, Lieuwe Jan, Comp.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Languages,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Language Minorities,Indigenous Populations,Native Language Instruction,Language of Instruction,Second Language Instruction,Public Schools,Private Schools,Bilingual Education,Educational Legislation,Instructional Materials,Educational Administration

This regional dossier aims to provide a concise description of the European minority language, Sámi in Sweden, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Because of this fixed structure the dossiers in the series are easy to compare. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [This regional dossier was originally compiled by Mikael Svonni.]
Science Teachers Learning through Lesson Analysis (STeLLA®). Intervention Report. Primary Science Topic Area. NCEE 2021-010
Author: What Works Clearinghouse (ED)
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Science Teachers,Faculty Development,Science Achievement,Program Effectiveness,Elementary School Students,Elementary School Teachers,Teacher Improvement,Science Instruction,Program Costs,Grade 4,Grade 5,Elementary School Science,Program Implementation

Large numbers of U.S. students lack proficiency in science, and students from different racial/ethnic and socioeconomic groups show disparities in science achievement. Science knowledge and skills are important for both academic and workplace success, and a variety of interventions have been developed to improve student achievement in science. These interventions include professional development programs for teachers that are designed to change teachers' content knowledge or classroom instruction in science. &quot;Science Teachers Learning through Lesson Analysis&quot; (&quot;STeLLA&quot;®) is a professional development program, developed by BSCS Science Learning, that aims to improve students' science achievement by improving teachers' science content knowledge and their abilities to: (1) explain science concepts to students; (2) clearly identify to students the science concepts used in student learning activities; and (3) engage students in thinking about science. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of &quot;STeLLA&quot;® on science achievement. The WWC identified three studies of &quot;STeLLA&quot;®. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of &quot;STeLLA&quot;® on students--including 59% White, 4% Black, 2% Asian, and 28% Hispanic students--in grades 4 and 5 in urban, suburban, and rural schools in Colorado. [For the Intervention Brief, see ED612712. For the Intervention Snapshot, see ED612713.]