ethanporcaro/eric-fulltext-meta huggingface dataset:
Labor Dynamics of School Principals in Rural Contexts. WCER Working Paper No. 2020-6
Author: Yang, Minseok
Date: 2020-05-00
Type: Reports - Research
Subjects: Principals,Rural Schools,Labor Turnover,Personnel Selection,Job Applicants,School Districts,Low Income Students,Influences,Geographic Location,Administrator Characteristics,Institutional Characteristics,Academic Achievement,Minority Group Students,Expenditure per Student,Urban Schools,Enrollment Trends,Recruitment,Student Characteristics,English Language Learners,School District Size

Although numerous studies confirm the importance of school principals, schools often experience high turnover rates and principal shortage. However, we know little about the staffing challenges in rural schools and what promotes applicants to apply for and be hired for principalship. In partnership with the Wisconsin Education Career Access Network, we examine the principal labor dynamics in rural schools using statewide job-openings and application information in Wisconsin. We find that all rural communities--&quot;rural fringe,&quot; &quot;rural distant,&quot; and &quot;rural remote&quot;--receive equal or high number of applications compared to urban districts. Female candidates are significantly less likely to apply to rural districts, while working in the same district is a considerable advantage to being hired. Among district characteristics, the percentage of students eligible for free or reduced-price lunch tends to reduce the number of applicants in rural schools. Our results highlight the need for policies that are better attuned to the subtle differences in rural contexts.
Discussion Protocols for Equity-Minded Coaching. Coaching for Change
Author: University of Washington, Community College Research Initiatives (CCRI)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Coaching (Performance),Feedback (Response),Higher Education,Group Discussion,Community Colleges,Equal Education,Social Justice,Teamwork,Leadership

Discussion protocols are processes that help groups achieve deep understanding through dialogue (Easton 2009). Protocols can provide structures for practitioners with different interests or perspectives to interact in ways that are productive and inclusive. To best support leadership and college teams, coaches should be aware of when and how to use discussion protocols to create opportunities to advance equity dialogue and engage in responsive coaching feedback. This tool includes discussion protocol resources as well as a protocol exercise to help in preparing coaches to support colleges in equity inquiry. [This report was produced as part of JFF's Student Success Center Network (SSCN) Coaching Program.]
Enacting Equity in Guided Pathways. Coaching for Change
Author: Bragg, Debra D.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Change,Academic Achievement,Community Colleges,Coaching (Performance),Program Implementation,Two Year College Students,Educational Strategies,Evidence Based Practice,Reflection,Goal Orientation,Educational Planning,Guidance,Guides

This tool is designed to be used by Student Success Center executive directors to gather input and prepare coaches to integrate and enact an equity frame in guided pathways implementation. The tool utilizes the Community College Research Initiative's (CCRI) Coaching for Change framework to apply equity and equity-mindedness (Center for Urban Education 2019) to guided pathways. It includes: a discussion of key concepts and how to use the tool; strategies for executive directors to support coaches in using this tool with their colleagues; instructions for enacting equity in the guided pathways tool; and the tool, itself. [This tool was produced as part of JFF's Student Success Center Network (SSCN) Coaching Program.]
The Educational Attainment of Chicago Public Schools Students: 2018. Research Snapshot
Author: Nagaoka, Jenny
Date: 2019-11-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Attainment,Public Schools,High School Graduates,High School Students,Graduation Rate,College Bound Students,Enrollment,Academic Persistence,College Graduates,Racial Differences,Gender Differences

The important role that education plays in shaping young people's lives has been well-documented. Students who complete higher levels of education are more likely to earn higher salaries, have greater life expectancy, and report higher levels of life satisfaction. Compared to a decade ago, thousands more Chicago Public Schools (CPS) students reach key milestones of educational attainment each year, including high school graduation, college enrollment, and college graduation. This annual analysis of CPS students' educational attainment provides a high-level update of district trends through 2018, shows a comparison of attainment by race/ ethnicity and gender, and projects the bachelor's degree attainment rate for students who completed ninth grade in 2018.[For the 2017 Research Brief, see ED593615.]
Coaching for More Equitable Student Outcomes
Author: Bragg, Debra D.
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Equal Education,Outcomes of Education,Educational Change,Coaching (Performance),Community Colleges,Educational Improvement,Networks,Two Year College Students,Academic Achievement,Program Descriptions,Diversity,Inclusion,Scoring Rubrics,Evidence Based Practice,Educational Practices

This brief focuses on coaching for more equitable student outcomes to bring about student success. It builds on the work of the Coaching for Change project conducted by the Community College Research Initiatives (CCRI) at the University of Washington. The authors emphasize the importance of equity in comprehensive college reform, including the guided pathways model, to ensure that improved outcomes extend to student groups who have not consistently benefited from past efforts at college improvement. Understanding concepts foundational to equity-focused reform and knowing how to apply them to implementation is critical to improving performance. [This report was produced as part of JFF's Student Success Center Network (SSCN) Coaching Program.]
Hero Elementary Playlist Pilot Study in After-School Programs
Author: Li, Linlin
Date: 2019-08-00
Type: Reports - Research
Subjects: Hispanic American Students,Students with Disabilities,Primary Education,Science Education,Learning Activities,Educational Technology,Technology Uses in Education,Educational Games,Electronic Publishing,Active Learning,After School Programs,Elementary School Science,Program Effectiveness,Knowledge Level,Skill Development,Classroom Techniques,Student Behavior

Funded by the U.S. Department of Education, the Twin Cities Public Television (TPT) Ready to Learn project, &quot;Hero Elementary,&quot; has an emphasis on reaching Latino communities and supporting the needs of children with disabilities. The project embeds the expectations of kindergarten to 2nd grade science standards into a series of activities, including interactive games, educational apps, non-fiction e-books, hands-on activities, and a digital science notebook. The activities are organized into different playlists for educators and students to use in afterschool programs, and each playlist centers on a meaningful conceptual theme in K-2 science learning. In the spring of 2019, WestEd conducted a pilot study using five playlists to understand the feasibility of implementing the playlists in after-school programs and to discuss the potential impact of the playlists on student science learning. The following research questions guided this study: (1) how are the playlists implemented in after-school programs; and (2) what is the potential impact of playlists on student science knowledge and skills. The results indicated that educators were able to integrate the playlists into their after-school programs. Educators were able to complete three to four playlists in eight weeks. Students enjoyed playing the digital games, which directly reinforced science concepts covered throughout the playlists. Teachers reported some potential impact of the playlists on their students' science attitudes. The findings from the study also showed students' knowledge of science was maintained at the same level, as measured by ScienceQuest.
Supporting School Improvement: Early Findings from a Reexamination of the &quot;5Essentials&quot; Survey. Research Report
Author: Hart, Holly
Date: 2020-08-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Improvement,School Districts,Surveys,Accountability,Predictive Validity,Elementary School Students,Grade Point Average,High School Students,Outcomes of Education,Scores,Attendance,Enrollment,Mathematics Tests,Reading Tests

The &quot;5Essentials Survey&quot; is one of the few validated instruments to measure school climate. Schools that are strong in at least three of the five essential supports are up to 10 times more likely to experience substantial gains in students' math and reading scores. More than 6,000 schools nationwide have administered the &quot;5Essentials Survey.&quot; Due to changes in education, including an increased emphasis on accountability policy and the role of the &quot;5Essentials&quot; data in accountability, it is time to re-examine the validity of the &quot;5Essentials&quot; in predicting school improvement and student outcomes. This study adds an important additional outcome for elementary schools--students' GPAs--and, even more importantly, also assesses the validity of the &quot;5Essentials Survey&quot; in high schools. The high school analyses encompass a range of outcomes: test scores, attendance, GPAs, Freshman OnTrack rates, and college enrollment. [For &quot;Supporting School Improvement: Early Findings from a Reexamination of the &quot;5Essentials&quot; Survey. Executive Summary,&quot; see ED608156.]
Literature, Challenge, and Mediation in 21st Century Language Learning
Author: Hall, Geoff
Date: 2020-09-14
Type: Reports - Evaluative
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Intervention,Guides,Multilingualism,Cultural Pluralism,Translation,English Literature,English (Second Language),College Faculty,Teacher Attitudes,Poetry,Language Teachers,Self Concept,Creativity

New directions in language learning and teaching are evident today. Students bring transnational, multicultural, multilingual, and digitally mediated experiences and identities into classrooms still sometimes too much modelled on outdated one-language-one-culture-one nation ideologies. Literature's value in these new circumstances is to challenge readers to independent interpretations, learning, and creativity, with refreshed understandings of what language, culture or indeed literature might be. In this paper I review some relevant recent interventions into the foreign language education field, including a reference to the Council of Europe's (2018) Companion. I then give a brief example from my own use of a literary text in China. [For the complete volume, &quot;Literature in Language Learning: New Approaches,&quot; see ED608008.]
Examining High School Career and Technical Education Programs and the Postsecondary Outcomes of Career and Technical Education Students in the Round Rock Independent School District. REL 2021-050
Author: Mellor, Lynn
Date: 2020-10-00
Type: Reports - Research
Subjects: Vocational Education,Postsecondary Education,Alignment (Education),School Districts,Career Development,High School Students,College Students,Employment Level,Labor Market,Graduation Rate,Careers,College Graduates,Graduation,Outcomes of Education,Two Year Colleges,Student Characteristics,Wages

This study investigated the percentage of Round Rock Independent School District (ISD) graduates from 2012/13 through 2017/18 who completed one or more career and technical education (CTE) programs of study and attained outcomes after high school graduation including college enrollment, degree or certificate attainment, and employment. The study also examined the alignment of CTE programs of study in Round Rock ISD and 41 other Central Texas districts with high-wage, in-demand career pathways in Central Texas, and the percentages of graduates who completed programs of study aligned with those high-wage, in-demand career pathways. The study used longitudinal student-level administrative high school, postsecondary education, and employment data, as well as Texas labor market information. The percentage of Round Rock ISD students who graduated with one or more CTE programs of study increased substantially across the six graduating cohorts to 47 percent for the 2017/18 cohort. More than 80 percent of Round Rock ISD CTE graduates from each cohort enrolled in two- or four-year colleges or were employed within one year of high school graduation. Seventy-six percent of 2015/16 through 2017/18 Round Rock ISD CTE graduates completed course requirements in the 13 programs of study aligned with regional high-wage, in-demand career pathways in the Central Texas labor market. Round Rock ISD leaders could use findings to encourage participation in CTE by all student groups. They also could use the results regarding CTE programs of study completed by graduates and the alignment of those programs to high-wage, in-demand career pathways in Central Texas to refine the CTE programs of study offered. To encourage postsecondary enrollment and completion, Round Rock ISD leaders could demonstrate for students and families which colleges and universities in the region have credentials in high-wage, in-demand programs of study. Finally, findings from the study provide information to inform Round Rock ISD leaders as they consider opening a CTE high school. Expanding CTE through an additional high school may expand opportunities for students to enroll in postsecondary education and engage in occupations related to science, technology, engineering, and mathematics.
Literature in Language Learning in the UK Context: From Current A-Levels to University
Author: Puig, Idoya
Date: 2020-09-14
Type: Reports - Evaluative
Subjects: Literature,Second Language Learning,Second Language Instruction,Teaching Methods,College Preparation,Learning Motivation,Secondary School Students,Instructional Effectiveness,Educational Change,Advanced Placement,Language Skills,Skill Development,Foreign Countries,Modern Languages,Barriers

The aim of this paper is to look at the impact of recent reforms to the General Certificate of Secondary Education (GCSE) and Advanced Subsidiary (AS) curriculum in the UK, which included the teaching of literature in the language classroom in an attempt to make the study of languages more attractive and to better prepare students for university. The delivery of the new GCSEs and A-Levels has served to highlight new challenges, which are hampering the intended purpose of the reforms: language GCSEs and A-Levels are perceived as more difficult than other subjects and severe grading has been confirmed. Moreover, most teachers do not view the compulsory literature element positively. Conversely, academic studies confirm the value of literature in the study of languages and various initiatives demonstrate the attractiveness and effectiveness of literature in terms of increasing motivation and enhancing language skills. In this paper, we suggest some final proposals to improve this situation. [For the complete volume, &quot;Literature in Language Learning: New Approaches,&quot; see ED608008.]
Transnational Perspectives in the Italian Language Class: The Uses of Non-Native Literature to Develop Intercultural Competence
Author: Piantanida, Cecilia
Date: 2020-09-14
Type: Reports - Descriptive
Subjects: Italian,Second Language Learning,Second Language Instruction,Rating Scales,Guidelines,Cultural Awareness,Literature,Teaching Methods,Immigrants,Travel,Language Skills,College Students,Foreign Countries

This paper explores how a transnational approach to university language classes may help develop students' intercultural competence. Researchers have shown that the integration of literature in the language class has the potential to raise intercultural competence (Deardorff, 2006), especially when migrant and travel literatures are used (Matos, 2012, Paran, 2008). I present an empirical case study of the use of migrant literature in Italian in a Learning Unit (LU) for final-year undergraduate students of Italian language -- Common European Framework of Reference for languages (CEFR) C1/C2 (Council of Europe, 2001). After describing the context of the LU, I explain the rationale behind its design, outline its contents, and observe that the LU helps students to improve all canonical linguistic skills as well as intercultural abilities. [For the complete volume, &quot;Literature in Language Learning: New Approaches,&quot; see ED608008.]
Cento as a Creative Writing Approach to Language Learning
Author: Alsyouf, Amjad
Date: 2020-09-14
Type: Reports - Research
Subjects: Creative Writing,Poetry,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Undergraduate Students,Learning Motivation,Educational Benefits,Learning Activities,Vocabulary

Creative writing can be both an effective and attractive English learning activity at university departments where students speak English as a Second Language (ESL). Language skill courses might not be always effective enough in improving learners' communicative skills and motivating them to learn, particularly when adopting old style grammar-translation based methods. Involving creative writing as a method to teach language can play a significant role in prompting the students to improve their communicative skills. This study proposes employing a creative writing course as a new method to address L2 learners lacking motivation. It particularly relies on using cento poetry as a teaching activity. A cento is a poem made up of lines the learner selects from different poems by one or more poets. The learner consequently has to read several poems, understand their linguistic structures, and grasp the meaning of their vocabulary to begin writing their own work. It is against this background that this study examines the advantages of using cento poetry in ESL classes aiming to enhance language learning. [For the complete volume, &quot;Literature in Language Learning: New Approaches,&quot; see ED608008.]
Exploring Literary Texts to Develop Students&apos; Creative Writing Skills: Proposed Activities for Spanish as a Foreign Language
Author: Martín de León, Carmen
Date: 2020-09-14
Type: Reports - Research
Subjects: Literature,Novels,Second Language Instruction,Instructional Effectiveness,Spanish,Creative Writing,Writing Skills,Skill Development,Imagination,Communicative Competence (Languages),Elementary Education,Higher Education

Literary texts offer a rich environment for language learning that teachers can exploit to develop not only students' linguistic (pragmatic, discursive) and cultural skills, but also communication and creative skills. In our study, we have used literature with different writing activities that involved the use of students' imagination and creativity. In order to develop these skills, which require students' communicative competence as well as their imagination, we need for them to be able to create the meaningful contexts that lie within fictional stories. The assumption is that, as students become familiar with the characters in the novels, they will be able to recreate situations that make sense for those very stories, generating a shared world in which they could immerse themselves. In that shared world, they would be able to participate in possible dialogues and build stories that could have taken place, thus developing their creative and communicative skills. In this paper, we show how the literature-based learning activities that we have designed following this hypothesis have helped students empathise with characters in novels and imagine fictional worlds. Such new fictional worlds have in turn empowered students to communicate in Spanish in an authentic way, that is, in a way that is similar to that of the characters in the novels. [For the complete volume, &quot;Literature in Language Learning: New Approaches,&quot; see ED608008.]
When the Reader Becomes the Writer; Creative Writing Approaches in the Foreign Language Classroom
Author: Bohm, Anke
Date: 2020-09-14
Type: Reports - Evaluative
Subjects: Literary Genres,Authors,Awards,Case Studies,Guidelines,Rating Scales,Second Language Learning,Second Language Instruction,Reading Skills,Performance Based Assessment,Electronic Publishing,Undergraduate Students,Foreign Countries,Receptive Language,Expressive Language,Reading Comprehension,Formative Evaluation,Student Projects,Barriers,Educational Benefits,Creative Writing

Using a contemporary short story by the award-winning German writer Roman Ehrlich as a case study, in this paper we will offer ideas for engaging students at CEFR (Common European Framework of Reference for languages) B1+ and B2 level in German in reading as well as encouraging them in creative writing tasks through formative assessment and coursework. More specifically, we will argue that literature in the classroom is a means of practising reading comprehension. This opens up opportunities for students to create their own literary texts, with receptive skills becoming productive skills. Introducing two projects we carried out with students in their first and second years at the University of Liverpool as examples, we will discuss process and practice. We will show how reading and writing projects can be linked to aspects of authentic assessment and its forms. We are then going to explore the possibilities for further embedding literary assessments in coursework, highlighting their benefits and challenges, including the process of publishing them on a student-led WordPress site. [For the complete volume, &quot;Literature in Language Learning: New Approaches,&quot; see ED608008.]
Developing Soft Skills with Micro-Fiction: A Close-Reading Experience
Author: Reimão, Ana
Date: 2020-09-14
Type: Reports - Descriptive
Subjects: Soft Skills,Skill Development,Fiction,Critical Reading,Portuguese,Second Language Learning,Second Language Instruction,Linguistic Input,Material Development,Transfer of Training,Learning Activities,Positive Attitudes,Language Proficiency,College Students

&quot;Micro-contos,&quot; or micro-fiction, are very short and concise literary texts that require close-reading and inference from the reader. In this case study, I will describe how I have used these widely available texts in a Portuguese A2/B1 language module to develop analytical and other soft skills. I will demonstrate how this activity meets Tomlinson's (2011) universal principles for materials development in language teaching, namely, exposing learners to meaningful input highlighting linguistic features as well as enabling learners to engage affectively and cognitively in the learning experience. Finally, I will give details of how it has been received by students. [For the complete volume, &quot;Literature in Language Learning: New Approaches,&quot; see ED608008.]