ethanporcaro/eric-fulltext-meta huggingface dataset:
We Grow Together Professional Development System: Implementation with Infant-Toddler Teachers and Caregivers. OPRE Research Brief. OPRE Report 2021-164
Author: Shah, Harshini
Date: 2021-09-00
Type: Reports - Research
Subjects: Infants,Toddlers,Child Care,Child Care Centers,Family Environment,Educational Quality,Coaching (Performance),Caregiver Training,Professional Development,Program Implementation,Child Development,Preschool Teachers,Faculty Development,Federal Programs,Disadvantaged Youth,Preschool Education,Barriers,Web Sites,Field Tests,Time Management,Caregiver Attitudes,Teacher Attitudes

Half of all infants and toddlers receive care in nonparental settings, such as centers and family child care (FCC) homes. On average, infants and toddlers spend more hours per week in care than preschoolers do. Yet infant-toddler care has been identified as lower quality than care for older children, suggesting that professional development (PD) for caregivers could improve care and interactions. Available research on coaching and PD has focused on teachers for preschool or school-age children, with very few studies examining PD strategies for infant-toddler caregivers. The goal of this brief is to describe the implementation of the We Grow Together (WGT) Professional Development System during a field test conducted in late fall 2018 to spring 2019. WGT is a research-based PD system for caregivers working with infants and toddlers in center-based care and FCCs. The field test examined implementation with teachers and caregivers of infants and toddlers and their PD providers in Early Head Start, FCCs, and community-based child care settings.
The Way Forward for State Standardized Tests. Future of Testing in Education
Author: Jimenez, Laura
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Futures (of Society),Test Use,Standardized Tests,Equal Education,Educational Quality,Elementary Secondary Education,State Standards,Academic Ability,Reading Tests,Mathematics Tests,College Preparation,Academic Standards,Minority Group Students,Achievement Gap,White Students,Computer Assisted Testing,Government Role,Federal State Relationship

Federal law requires all public school students in grades three to eight to take an annual assessment in reading and math at the end of the year and requires students to take an assessment once during high school. The goal of this assessment is to measure the extent to which all students are meeting the state's academic standards. These standards must align with the knowledge and skills in reading and math that students need to succeed in first-year college reading and math courses. Ensuring all students are held to rigorous standards is a key goal of equity in education. Yet many question the value of yearly standardized testing in schools since the opportunity to receive a high-quality education and graduate high school adequately prepared for college-level academics is still wholly inequitable. Students who are Black, Indigenous, and Hispanic graduate high school at lower rates than their white peers, and they require catch-up coursework in college more often. What is more, the costs and time associated with assessments, delayed results, and failure of tests alone to improve students' academic results leave many to wonder if they are worth the effort at best, and at worst, if they harm students and punish teachers and schools. Still, there are ways to design an assessment to reduce the amount of time it takes to administer, ensure that it collects information about students throughout the year, or base the test on performing tasks. This report describes the advancements in testing technology that make such assessments possible, and it concludes with recommended changes in federal testing policy to make the use of these designs effective. This report is part three in a series about the future of testing in America's schools. Part one of the series &quot;Effective and Equitable Assessment Systems. Future of Testing in Education&quot; (ED617053) presents a theory of action that assessments should play in schools. Part two &quot;Artificial Intelligence. Future of Testing in Education&quot; (ED617052) reviews advancements in technology, with a focus on artificial intelligence that can powerfully drive learning in real time.
We Grow Together: Supporting Change in Caregivers&apos; Beliefs, Knowledge, and Practices Concerning Infants and Toddlers. OPRE Research Brief. OPRE Report 2021-154
Author: Nguyen, Tutrang
Date: 2021-08-00
Type: Reports - Research
Subjects: Caregiver Attitudes,Beliefs,Early Childhood Education,Infants,Toddlers,Faculty Development,Attitude Change,Child Development,Self Efficacy,Cognitive Development

Children's early interactions with adults during the first three years of life are instrumental in the development of their language, cognitive, and social skills, which in turn are strongly related to later achievement and success into adolescence. Early childhood professionals working with infants and toddlers need to understand children's capacity to learn and how to promote young children's development and learning. Prior research about how professional development (PD) can change teacher beliefs, knowledge, and practices has mostly focused on preschool and school-age children. Those caring for infants and toddlers often have less access to and fewer opportunities for sustained and systematic PD. The first few years of a child's life are especially important in brain development. Thus, there is a clear need to examine the potential benefits of different forms of PD specifically for caregivers serving infants and toddlers. The goal of this brief is to describe differences in beliefs, knowledge, and practices of infant and toddler caregivers from fall 2018 to spring 2019--before and after implementation of the We Grow Together (WGT) PD system.
State-Sponsored Child Investment Accounts: &quot;Helping Parents Save for College, Helping Students Avoid Loan Debt.&quot; Policy Brief
Author: Clayton, Katy
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Tuition,Paying for College,Costs,State Universities,Debt (Financial),Student Financial Aid,Educational Policy,College Attendance,Political Candidates,Incentives,State Programs,State Legislation,Program Evaluation,Best Practices,Money Management

College tuition at public institutions across the country rose by 36.2 percent on average over the decade 2008-09 to 2018-19. The average total cost of college, accounting for all expenses such as room and board, across all institutions public and private grew by 22.4 percent. Students and their families are borrowing an enormous amount of money to pay for these costs: total student loan debt increased by 149.4 percent, from $577 billion to more than $1.4 trillion, over this same time period. Many proposals to forgive existing student loan debt have been proposed and such policies were prominent components of campaign platforms among Democratic candidates for the 2020 presidential nomination. However, one of the surest ways to alleviate the burdens of student loan debt, is to avoid borrowing in the first place. Sponsored Child Investment Accounts (SCIAs), a relatively recent state innovation spreading rapidly across the country with bipartisan support, incentivizes parents to save for college costs with dual goals of stimulating college going and preventing students from incurring untenable levels of loan debt. These state initiatives focus on distinct populations, are supported by assorted funding sources, were created by different legislative approaches, and follow various administrative practices. Examining the programs and their particular strengths offers New York State the opportunity to build on best practices to construct its own successful SCIA initiative.
Culturally Responsive, Trauma-Informed, Healing-Centered Mental Health Care. Beyond the Mask: Promoting Transformation and Healing in School Reopening
Author: Tawa, Kayla
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Mental Health,Trauma,Cultural Relevance,Access to Health Care,School Health Services,Social Emotional Learning,Allied Health Personnel,Diversity,Data Collection,Student Participation,Financial Support,Statewide Planning,Federal Legislation,Federal Aid,Coping,Well Being,Racial Bias,Equal Education,Social Justice

The U.S. Department of Education required each state to submit a reopening plan outlining how they were using and planned on using Elementary and Secondary School Emergency Relief (ESSER) funds. The Center for Law and Social Policy (CLASP) conducted an analysis of 37 state plans to better understand if and how schools were prioritizing culturally responsive, trauma-informed, and healing-centered care. We found that while some states have robust culturally responsive and/or trauma-informed systems, no states are explicitly prioritizing healing-centered care. [For the series overview, see ED617064.]
Social-Emotional Learning Supports. Beyond the Mask: Promoting Transformation and Healing in School Reopening
Author: Tawa, Kayla
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Mental Health,Trauma,Cultural Relevance,Access to Health Care,School Health Services,Social Emotional Learning,Data Collection,Financial Support,Statewide Planning,Federal Legislation,Federal Aid,Coping,Well Being,Minority Group Students,Social Justice,Racial Bias,Grants,Technical Assistance,Training,Professional Development,Resource Allocation,At Risk Students,Equal Education,School Personnel,Student Diversity

The U.S. Department of Education required each state to submit a reopening plan outlining how they were using and planned on using Elementary and Secondary School Emergency Relief (ESSER) funds. The Center for Law and Social Policy (CLASP) conducted an analysis of 37 state plans to better understand if and how schools were prioritizing Tier 1 social and emotional learning supports. In their reopening plans, the U.S. Department of Education asked schools to explain how they planned on meeting the social, emotional, and mental health needs of students. Social-emotional learning (SEL) was a key strategy identified by many states. However, most states are not explicitly prioritizing racial equity in these supports. [For the series overview, see ED617064.]
Investing in the Behavioral Health Workforce. Beyond the Mask: Promoting Transformation and Healing in School Reopening
Author: Tawa, Kayla
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Mental Health,Cultural Relevance,Access to Health Care,School Health Services,Social Emotional Learning,Allied Health Personnel,Diversity,Data Collection,Financial Support,Statewide Planning,Federal Legislation,Federal Aid,Well Being,Racial Bias,Social Justice,Minority Group Students,Grants,Technical Assistance,Training,Personnel Selection,Administrators,At Risk Students,School Counselors,Resource Allocation

The U.S. Department of Education required each state to submit a reopening plan outlining how they were using and planned on using Elementary and Secondary School Emergency Relief (ESSER) funds. The Center for Law and Social Policy (CLASP) conducted an analysis of 37 state plans to better understand if and how schools were prioritizing their behavioral health workforce. Because ESSER funds are not permanent, many states were hesitant to use funding to support additional providers. However, some states did choose to invest in an expanded behavioral health workforce but did not invest in non-traditional providers. CLASP recommends a workforce that is diverse in both identities and credentials. [For the series overview, see ED617064.]
Collecting Mental Health Data. Beyond the Mask: Promoting Transformation and Healing in School Reopening
Author: Tawa, Kayla
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Mental Health,Trauma,Cultural Relevance,Access to Health Care,School Health Services,Social Emotional Learning,Data Collection,Student Participation,Financial Support,Statewide Planning,Federal Legislation,Federal Aid,Well Being,Social Justice,Health Needs,Student Diversity,Racial Differences,State Surveys,Screening Tests,Socioeconomic Status,Students with Disabilities,English Language Learners,Homeless People,At Risk Students

The U.S. Department of Education required each state to submit a reopening plan outlining how they were using and planned on using Elementary and Secondary School Emergency Relief (ESSER) funds. The Center for Law and Social Policy (CLASP) conducted an analysis of 37 state plans to better understand if and how schools were collecting student mental health data. In general, states are not collecting robust mental health data. All states can improve their mental health data collection strategies. However, a few states are beginning to build out their mental health data collection systems. [For the series overview, see ED617064.]
Authentic Youth Engagement. Beyond the Mask: Promoting Transformation and Healing in School Reopening
Author: Tawa, Kayla
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Mental Health,Access to Health Care,School Health Services,Student Participation,Financial Support,Statewide Planning,Federal Legislation,Federal Aid,Student Leadership,Feedback (Response)

The U.S. Department of Education required each state to submit a reopening plan outlining how they were using and planned on using Elementary and Secondary School Emergency Relief (ESSER) funds. The Center for Law and Social Policy (CLASP) conducted an analysis of 37 state plans to better understand if and how schools were authentically engaging students in the design and implementation of their reopening plans. While states were required to solicit stakeholder feedback in developing their reopening plans, including feedback from students, in general, states are not authentically engaging young people around school-based mental health. States and districts should be intentional about consulting with students in developing mental health services and programs, especially given that stakeholders listed mental health as their primary concern. [For the series overview, see ED617064.]
Overview. Beyond the Mask: Promoting Transformation and Healing in School Reopening
Author: Tawa, Kayla
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Mental Health,Trauma,Cultural Relevance,Access to Health Care,School Health Services,Social Emotional Learning,Allied Health Personnel,Diversity,Data Collection,Student Participation,Financial Support,Statewide Planning,Federal Legislation,Federal Aid,Coping,Well Being,Racial Bias,Equal Education,Social Justice

In the wake of the COVID-19 pandemic, Congress appropriated funds for schools primarily through the new Elementary and Secondary School Emergency Relief Fund (ESSER). The American Rescue Plan allocated $122 billion for school reopening. ESSER funding offers an opportunity to invest in the mental health of young people; however, schools must be intentional about substantially investing in student mental health. The U.S. Department of Education required each state to submit a reopening plan outlining how they were using and planned on using ESSER funds. The Center for Law and Social Policy (CLASP) conducted an analysis of 37 state plans to better understand if and how schools were prioritizing student mental health. This brief series evaluated how schools were prioritizing trauma-informed, culturally responsive, and healing-centered mental health care; Tier 1 supports like Social Emotional Learning (SEL); a behavioral health workforce diverse in both identity and credentials; collecting quality mental health data; and authentic youth engagement. This overview summarizes CLASP's framework for school-based mental health, key takeaways, and key recommendations. [For the other reports in this series, see ED617059, ED617060, ED617061, ED617062, and ED617063.]
Carabo-Cone, Dalcroze, Kodály, and Orff Schulwerk Methods: An Explanatory Synthesis of Teaching Strategies in Music Education
Author: Tabuena, Almighty C.
Date: 2021-03-00
Type: Journal Articles
Subjects: Teaching Methods,Music Education,Music Teachers,Teaching Skills,Game Based Learning,Singing,Musical Instruments,Human Body,Multisensory Learning,Perceptual Motor Learning

This study emphasizes findings from literature reviews that aimed to describe and present the current teaching strategies in Music education. These teaching strategies are one of the needed primary skills of Music teachers to address the learning challenges, competencies, and diverseness of the existing curriculum, help them to explore the needs of the students, and give them a framework of what could be the best and appropriate strategy in delivering a lesson. This study employed a descriptive method to gather information about present conditions through a library method and literature review. The data were analyzed using explanatory synthesis. Based on the literature review, the researcher identified four well-known teaching strategies in Music education: the Carabo-Cone Method, Dalcroze Method, Kodaly Method, and Orff Schulwerk Approach. The researcher used four criteria in synthesizing reviews such as the proponent, foundation, philosophy, and methodology. Conclusion of the results and discussions, the four teaching strategies also varied in four indicators, yet similarly focused on using the senses for holistic growth and development and providing all students with the opportunity to be successful. The quality of education depends mostly on the part of the teacher. The different Music teaching strategies serve as a guide to fulfilling the purpose satisfactorily that a teacher and a student needs. It is recommended to analyze its implications towards different modes of learning as global education facing numerous challenges in terms of economic crisis, pandemic, and educational incapability and inequalities that could affect the educational system.
Improving Teaching Practice with Instructional Coaching. EdResearch for Recovery Design Principles Series
Author: Booker, Laura Neergaard
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Instructional Improvement,Kindergarten,Elementary Secondary Education,Decision Making,COVID-19,Pandemics,Instructional Design,Educational Principles,Evidence Based Practice,Teaching Methods,Faculty Development

This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It offers design principles to improve practice with instructional coaching based on a review of research. Links to research are included, as well as key considerations for designing an evidence-based coaching program. [This report was produced in collaboration with the University of Pittsburgh, Learning Research and Development Center.]
ESSER III Investment Decision Guide
Author: Fermanich, Mark
Date: 2021-11-00
Type: Guides - Non-Classroom
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,Educational Finance,Investment,Decision Making,Educational Environment,Strategic Planning,Elementary Secondary Education,Guidelines

Most school districts and charter schools are receiving significant, one-time revenues through the American Rescue Plan (ARP) Elementary and Secondary School Emergency Relief (ESSER III) grant program. The ESSER III Investment Decision Guide and its companion User and Resource Companion document (ED617068) are designed to guide decision makers through a strategic decision-making process to both effectively use these funds to address the purposes outlined in the ARP legislation and to leverage them in support of related district and school improvement efforts.
ESSER III Investment Decision Guide User and Resource Companion
Author: Fermanich, Mark
Date: 2021-11-00
Type: Guides - Non-Classroom
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,Educational Finance,Investment,Decision Making,Educational Environment,Disproportionate Representation,Strategic Planning,Program Effectiveness,Cost Effectiveness,Elementary Secondary Education

Most school districts and charter schools are receiving significant, one-time revenues through the American Rescue Plan (ARP) Elementary and Secondary School Emergency Relief (ESSER III) grant program. The ESSER III Investment Decision Guide and its companion User and Resource Companion document (ED617067) are designed to guide decision makers through a strategic decision-making process to both effectively use these funds to address the purposes outlined in the ARP legislation and to leverage them in support of related district and school improvement efforts.
Summary of MOEquity Requirements and Calculations for LEAs
Author: Piscatelli, Jennifer
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Educational Equity (Finance),School Districts,Disadvantaged Schools,Poverty,State Departments of Education,Federal Aid,Financial Support,Educational Finance,Elementary Secondary Education,School Personnel,Job Layoff

The federal American Rescue Plan Act's (ARP) ESSER III aid requirements include a new maintenance of equity (MOEquity) provision for state educational agencies (SEAs) and local educational agencies (LEAs). MOEquity provisions ensure, &quot;if funding reductions are needed,&quot; that state and local per-pupil funding is not disproportionately reduced in the highest-poverty districts and in high-poverty schools, and that LEAs do not disproportionately reduce the number of staff in high-poverty schools. SEAs and LEAs receiving ESSER III funds must comply with these requirements through the 2022-23 school year. This summary report focuses on the MOEquity's LEA provisions. The following topics are presented: (1) Exceptions from MOEquity Requirements; (2) Identifying the LEA's High-Poverty Schools; and (3) Determining if the LEA Maintained Equity for High-Poverty Schools.
Examining How Student and Parent Debt Impacts Postsecondary Value
Author: Cochrane, Debbie
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Postsecondary Education,Value Judgment,Parents,Family Income,Parent Financial Contribution,Paying for College,Federal Legislation,Student Loan Programs,Loan Repayment,Student Financial Aid,Intellectual Disciplines,Outcomes of Education,Equal Education,Employment Qualifications,Wages,Economic Factors,Costs,Racial Differences,Federal Aid,Grants,Ethnicity,Gender Differences

With grant and scholarship aid as well as family resources unable to keep pace with college costs, loans have become a fact of life for millions of college students each year. In deciding how and how much to borrow, these students are making highly consequential decisions that will impact their future in unknown ways. Policy should aim to reduce the prevalence of postsecondary education opportunities that routinely leave borrowers with loans they cannot repay, and provide students with timely and relevant information and support with which to make borrowing decisions. Compared to the wealth of information available about student borrowing and debt loads, less research has focused on parent borrowing. Available survey data suggest that parents from across the income spectrum rely upon the parent PLUS loan program to pay for their children's education in different ways. More work is needed to understand the use and tradeoffs of using alternative (non-federal) debt to finance college, including short- and long-term consequences of leveraging wealth through credit cards, home equity loans, and private loans with high interest rates. Better understanding parent borrowing, including how those loans are used among those with differential financial strength and their effects on students' and parents' subsequent economic security and mobility would also help fill gaps in the research, especially as parent PLUS borrowing may uniquely impact Black families with limited wealth.