ethanporcaro/eric-fulltext-meta huggingface dataset:
Compendium of Preschool through Elementary School Social-Emotional Learning and Associated Assessment Measures
Author: Denham, Susanne A.
Date: 2010-10-00
Type: Reference Materials - General
Subjects: Preschool Education,Preschool Children,Elementary Education,Elementary School Students,Social Development,Emotional Development,Student Evaluation,Evaluation Methods,Rating Scales,Affective Measures,Check Lists,Early Childhood Education,Educational Quality,Measures (Individuals),Teacher Student Relationship,Questionnaires,Self Concept Measures,Child Development,Child Behavior,Interpersonal Competence,Behavior Rating Scales,Teacher Evaluation,Anxiety,Children,Self Concept,Self Management,Social Cognition,Decision Making Skills,Outcomes of Education

This compendium, a deliverable for &quot;Assessments for Social, Emotional, and Academic Learning with Preschool/Elementary-School Children,&quot; focuses on tools to assess the social and emotional learning (SEL) of preschool and elementary school students (i.e., five- to ten-year-olds), along with aspects of the contexts in which they learn and their learning behaviors. The assessment tools in this compendium have been gathered to provide researchers, especially educational and policy practitioners, a means to gauge the SEL skills of the preschool/elementary students in their care, as well as to evaluate contexts that promote SEL and its long-term outcomes. Many compendia of measurement tools are currently available, but this compilation has special value because (1) it follows the Collaborative for Academic, Social, and Emotional Learning's framework of SEL-related inputs; and (2) it is more comprehensive than most. The tools in this compendium are organized into three sections: (1) Aspects of School Context; (2) The Five SEL Core Competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making; and (3) Academic-Related SEL Competencies. [This compendium was partially funded by the Rauner Family Foundation.]
The Equity Journey: NewSchools Venture Fund and Lumina Foundation Pursue Diversity on the Road to Equity. Principles for Effective Education Grantmaking. Case Study No. 16
Author: Russell, Christina A.
Date: 2017-09-00
Type: Reports - Research
Subjects: Educational Equity (Finance),Grants,Grantsmanship,Case Studies,Philanthropic Foundations,Strategic Planning,Diversity (Institutional),Inclusion,Investment,Criteria

In this case study, Lumina Foundation and NewSchools Venture Fund, two grantmakers represented on Grantmakers for Education's Equity Impact Group, offer up strategies and learnings on their recent journeys in embedding diversity, equity and inclusion into their organizational cultures, grantmaking practices and field-building efforts. The major change in course began for the Lumina Foundation when it realized it could not fulfill its key goal, Goal 2025 which aims for 60% of Americans to achieve a postsecondary credential by 2025, without addressing persistent and underlying racial issues. For NewSchools Venture Fund, which seeks to transform public education so that all children have the opportunity to succeed, the energy of a new CEO and the vision of partners crystallized the need for the organization to become more diverse and inclusive and launch new strategies for developing the field. Learn how NewSchools Venture Fund and Lumina Foundation worked through uncomfortable conversations, personal journeys, organizational challenges and exciting shifts to start to see success in their efforts. While each organization's path is unique, the lessons and themes in this case will pique ideas and inspire action for funders ready to add or broaden efforts in diversity, equity and inclusion. [&quot;The Equity Journey: NewSchools Venture Fund and Lumina Foundation Pursue Diversity on the Road to Equity&quot; was written with Lynn Jenkins. For &quot;The Promise: A Case Study of Say Yes to Education in Buffalo. Principles for Effective Education Grantmaking. Case Study No. 15,&quot; see ED578908.]
Don&apos;t Just Give. Solve. The Boston Foundation Embraces Innovation and Constant Learning in Pursuit of Educational Equity. Principles for Effective Education Grantmaking. Case Study No. 17
Author: Jenkins, Lynn
Date: 2017-09-00
Type: Reports - Research
Subjects: Educational Equity (Finance),Grants,Grantsmanship,Philanthropic Foundations,Educational Innovation,Educational Strategies,Educational Policy,Case Studies,Strategic Planning,Public Schools,Policy Formation,Postsecondary Education,Progress Monitoring

The Boston Foundation--one of the nation's oldest community foundations--had always been committed to equity and even played an important role during Boston's fractious school desegregation era. But the board knew it could do more and needed to do more; the future well-being of individuals, families, communities and the city as a whole demanded it. New leadership took the Boston Foundation on a bold new path. Rather than stay &quot;behind the scenes&quot; as it had in the past, the foundation began commissioning rigorous research, publicizing results, and bringing people together to discuss the findings and develop strategies to address needs, some of them unexpected, that the research revealed. It also began to pursue an active policy agenda aligned with its research. This new, riskier stance meant challenging common myths, revealing unpleasant truths and taking policy positions that were not always popular. But the magnitude of the equity challenge demanded nothing less. This case study reveals key strategies and insights that can help funders address new and critical challenges in pursuit of educational equity. [For &quot;The Equity Journey: NewSchools Venture Fund and Lumina Foundation Pursue Diversity on the Road to Equity. Case Study No. 16,&quot; see ED581722.]
Summer Counseling. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: High School Graduates,College Bound Students,Academic Advising,Summer Programs,Enrollment,School Counselors,Information Dissemination,Transitional Programs,College Credits,Academic Persistence,Program Effectiveness,Intervention,Costs,Randomized Controlled Trials,Counseling Psychology

&quot;Summer counseling&quot; is designed to help college-intending high school graduates complete the steps needed to enroll in college and start their college careers. These programs provide services during the months between high school graduation and college enrollment and involve outreach by college counselors or peer mentors via text messaging campaigns, email, phone, in-person meetings, instant messaging, or social media. These intervention services provide college-intending individuals with information about tasks required for college enrollment, as well as assistance in overcoming unanticipated financial, informational,and socioemotional barriers that prevent college entry. The What Works Clearinghouse (WWC) identified five studies of &quot;summer counseling&quot; that both fall within the scope of the Transition to College topic area and meet WWC group design standards. All five studies meet WWC group design standards without reservations, and no studies meet WWC group design standards with reservations. Together, these studies included 13,614 recent high school graduates in 10 locations. &quot;Summer counseling&quot; had potentially positive effects on credit accumulation and persistence and mixed effects on college access and enrollment for recent high school graduates.
STEM Education Summit: Summary of Key Themes
Author: Education Council (Australia)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Skill Analysis,Conferences (Gatherings),Student Participation,Student Diversity,Educational Opportunities,Strategic Planning,Enrollment Management,Foreign Countries

The Science, Technology, Engineering, and Mathematics (STEM) Education Summit, held in Sydney on 5 November 2015, was hosted by the New South Wales (NSW) Minister for Education, Adrian Piccoli, on behalf of his Education Council colleagues. It was attended by just over 100 experts, thought leaders and STEM professionals from industry, government and education sectors. The purpose of the Summit was to have a dynamic and open discussion about key issues and opportunities for STEM education in Australia, to inform the development of the national STEM school education strategy. The afternoon was split into two sessions. The first session discussed the types of STEM skills young Australians need to thrive in the 21st century; the second session focused on how to increase participation and diversity in STEM education. The Summit covered a great many issues in STEM education. This summary paper presents the key themes which emerged from the conversation that are of particular importance for national strategy development. Over 40% of Summit participants also submitted further ideas and suggested areas for change online.
Improving Educational Outcomes: Emergent Data on Students with Disability in Australian Schools. Nationally Consistent Collection of Data. School Students with Disability
Author: Education Council (Australia)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Disabilities,Academic Accommodations (Disabilities),Public Schools,Catholic Schools,Private Schools,Elementary School Students,Secondary School Students,National Surveys,Data Collection,Tables (Data)

All Australian governments and the non-government schooling sectors are committed to working together to ensure all students have access to a quality school education with appropriate personalised support and educational interventions. Nationally, these efforts are focussed on the development of a robust national curriculum that provides flexibility for teachers to take into account the different rates at which children in their classes learn and ensuring teachers have the appropriate skills and understanding to effectively meet the learning needs of all students. This report looks at improving educational outcomes through emergent data on students with disability in Australian schools.
Fifth Indicator: Access to High-Level Course Work. Policy Update. Vol. 24, No. 7
Author: Potts, Abigail
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Access to Education,Educational Indicators,Policy Analysis,Statewide Planning,College Readiness,Career Readiness,Elementary Secondary Education

Rigorous courses and advanced learning in K-12 are vital to preparing students for college-level course work and success in the workforce. Yet not all students get the same opportunities to participate in high-level courses. As they weigh their options for a fifth indicator under the Every Student Succeeds Act (ESSA), many states are considering measures to track course access, participation, or postsecondary outcomes. This National Association of State Boards of Education (NASBE) policy update is part of a series of updates that explores the pros and cons of five frequently discussed indicators. It highlights what states have proposed in their ESSA plans so far and offers key considerations for state boards that are refining their plans for September submission.
Taking Stock: Five Years of Structural Change in Boston&apos;s Public Schools. A Boston Indicators Project Special Report
Author: McEnroe, Ted
Date: 2014-01-00
Type: Reports - Research
Subjects: Educational Change,Public Schools,Urban Schools,Outcomes of Education,Academic Achievement,Student Improvement,Educational Trends,Elementary Secondary Education,Trend Analysis,Correlation,Instructional Program Divisions,Kindergarten,Grade 2,Grade 6,Grade 8,Grade 10,High Schools,Postsecondary Education,School District Autonomy,Institutional Characteristics,Charter Schools,School Turnaround,Special Schools,Educational Indicators,Educational Improvement,Educational History,Statistical Data,Achievement Gap,Elementary School Students,Emergent Literacy,Reading Fluency,Reading Tests,Racial Differences,Gender Differences,English Language Learners,Disabilities,Reading Skills,Mathematics Skills,Language Arts

While structural reform has certainly inspired change in Boston's public schools, its true value is best measured by examining the impact those changes have had on students. Seen through the lens of student performance over the past five years there is ample suggestion that these structural changes have been more than just window dressing--they have played a role in an overall improvement in student performance. This report is not designed to be a full analysis or accounting of the efforts to improve Boston's public schools, but to capture the impact of the structural changes of the past five years that, in sum, have created a seismic shift in public schooling in Boston. This report looks at the overall K-12 spectrum to see trends in structural change as well as examining student achievement trends in recent years to see what structural changes might be correlated with students success at various grade levels (Kindergarten, Grade 3, Grade 6, Grade 8, and Grade 10, with an examination of high school completion and post-secondary outcomes as well). It also looks at school autonomy and student performance, examining how all types of schools with autonomy compare with those with lesser autonomy. Finally, the report outlines some unresolved issues.
Humor Climate of the Primary Schools
Author: Sahin, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Humor,Likert Scales,Questionnaires,Administrator Attitudes,Mixed Methods Research,Educational Environment,Sampling,Teacher Attitudes,Elementary School Teachers,Observation,Content Analysis,Foreign Countries,Semi Structured Interviews

The aim of this study is to determine the opinions primary school administrators and teachers on humor climates in primary schools. The study was modeled as a convergent parallel design, one of the mixed methods. The data gathered from 253 administrator questionnaires, and 651 teacher questionnaires was evaluated for the quantitative part of the study. The study group of the qualitative part consists of 9 administrators and 12 teachers working in the primary schools. For data collection, the researcher developed and used a semi-structured data collection form consisting of open-ended questions. Qualitative data was also gathered by observation notes. In the quantitative part, a scale was used for gathering data on schools' humor climate. A five-point Likert Scale was used in the questionnaire. Specific descriptive analyses which were conducted to calculate the quantitative data included percentage, frequency, arithmetic means, standard deviation, t-test and one-way ANOVA for unrelated sampling. Where the assumptions of one-way ANOVA were not satisfied, the Kruskal Wallis test was used. The qualitative data obtained was subjected to descriptive analysis and content analysis. The results of humor climate revealed that positive humor types were mostly used in primary schools. The beneficial effect of humor used by administrators was higher than the negative effect on school and subordinates. Parallel to these results, the study observed that positive humor climate styles were predominant in schools.
Determining the Factors of Social Phobia Levels of University Students: A Logistic Regression Analysis
Author: Ozen, Hamit
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Anxiety Disorders,Social Environment,Educational Environment,School Phobia,Regression (Statistics),Fear,Surveys,Measures (Individuals),Internet,Time on Task,Place of Residence,Correlation,Factor Analysis,Criterion Referenced Tests,Self Concept Measures,Self Esteem,Statistical Analysis

Experiencing social phobia is an important factor which can hinder academic success during university years. In this study, research of social phobia with several variables is conducted among university students. The research group of the study consists of total 736 students studying at various departments at universities in Turkey. Students are divided into two groups, as low and high level positive evaluation fear (PEF) as measured by the Positive Evaluation Fear Scale (PEFS). In respect to Odds rates, the most crucial factor about PEF of students is the time spent daily on the internet. Students who spend their time on the internet have PEF 2.4 times more than those who do not. As a secondary important factor according to negative evaluation fear scale (NEFS), students consider the home city where they lived before attending university increases phobia 30% more than the rate of people who think otherwise. Thus, results showed that spending long hours on the internet and home city lived in before university are significant factors resulting in social phobia.
An Example of Prepared-Planned Creative Drama in Second Grade Mathematics Education
Author: Özsoy, Nesrin
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Mathematics,Mathematics Instruction,Addition,Numbers,Drama,Foreign Countries,Elementary School Students,Case Studies,Creative Activities,Observation,Interviews,Instructional Effectiveness,Freehand Drawing

The aim of this research is teaching addition with natural numbers and the concept of large and small natural numbers in the second grade mathematics course, through creative drama method. The study has been applied to 31 elementary school second grade students studying at a public school in the province of Aydin. In this research, case study based on observation method, which is one of the qualitative research methods, has been employed. The data have been collected through drama lesson plans, observation, and interview methods. The activities involving the acquisitions of ''adding two-digit natural numbers'' and ''absorbing large-small concepts'' prepared by the researcher, have been applied in the classroom. The drawings of students, literary notes, and observation reports kept by researchers have been used in the evaluation of the activity. As a result of this application, students' views towards the questions covering the whole application have been gathered. The results of the study suggest that prepared-planned creative drama activities are an entertaining and enjoyable way for students to learn. The notes taken by the participative observers and findings obtained from the interviews indicate that drama activities increase sharing among students and that the students could associate what they have learned with some of the situations they encounter in their every day-life. It is observed that the students learn by having more fun while playing games, which involves a high amount of physical movements. Drawing the attention of students through instructions in the warm-up phase of the activity increased students' curiosity in learning. In the animation phase of the activity, it was observed that the students' interest in the mathematics increased, they had fun while making the mathematical operations, their participation to the lesson was high throughout the activity, the energy they received from the lesson was at the maximum level, they learned by doing and living, and they obtained an experience they could use in their every day-life. In the evaluation phase of the activity, the students were asked to describe how they felt by drawing a picture or writing a story as a summary of the creative drama activity they experiences by doing. According to the stories they have written and the pictures they have drawn, it is apparent that they were entertained and happy throughout the activity. The results of this study indicate that the students relieve their mental exhaustion and a relaxed classroom setting is achieved through the relaxation activities.
&quot;60x30TX&quot; 2017 Progress Report
Author: Texas Higher Education Coordinating Board
Date: 2017-07-00
Type: Reports - Research
Subjects: Educational Planning,Educational Attainment,Educational Indicators,Educational Assessment,Graduation Rate,Job Skills,Student Loan Programs,Debt (Financial),Higher Education,Accountability,Workshops,Change Strategies,Strategic Planning,Educational Certificates,Access to Education,Academic Support Services,College Preparation,Student Needs,Academic Persistence,School Holding Power,Educational Finance,Labor Force Development

Central to the goals of &quot;60x30TX&quot; is maintaining Texas as a global economic player by having an educated population, making them aware of their marketable skills, and helping them manage their student loan debt. If the 2016 progress report for &quot;60x30TX&quot; was about getting out the word, this report is about expanding that reach and advocating for the plan, establishing frameworks and best practices, realigning local and regional goals and targets, and promoting efforts that champion the success of Texas students in higher education. It also is about looking at the data, building on early gains, and shoring up initial lags for the targets of each goal. Overall, the data that is included in this report for the second year under &quot;60x30TX&quot; reveals the state is making positive, modest progress toward most of the plan's goals and targets, with a decrease in two targets since the 2015 baseline. While there is progress to celebrate, much work remains to accelerate progress in all areas of the plan. Because &quot;60x30TX&quot; was adopted two years ago, this report shows just one or two years of data for most measures. It provides breakouts and explanations of the &quot;60x30TX&quot; metrics, and displays goals and targets through 2030. In addition, this report summarizes activities or initiatives that support the strategies listed in the plan. Pursuing those strategies, as well as the ones developed by institutions, will help the state to meet the four goals.
Subterranean Failures of Education in Flourishing Individuals: From the Perspectives of Paradigm and the Simulation Theory
Author: Ozen, Hamit
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Simulation,Institutional Characteristics,Systems Analysis,Indigenous Knowledge,Indigenous Populations,Educational History,Teacher Characteristics,Teaching Styles,Relevance (Education),Educational Development,Outcomes of Education,Educational Benefits

Even though transformations have been made in Turkey, schools have turned into places where partners are unhappy. Recently, education has moved into a new dimension called the system of objects in consumer society. The consumer society has become devoted to the system of objects, as people are not consuming for need but for want. Model schools and education are couched not within humanitarian paradigms but as promoters of this system of objects, thereby acting to deceive humanity. In this research, simulation theory is used to develop an ontological view of school and educational systems as the simulacra for a radical humanist paradigm. In conclusion, Education systems today tend to anonymize the individual within the nation, enabling the capitalist system to become the reality, thus allowing those in power to shepherd the herd easily.