ethanporcaro/eric-fulltext-meta huggingface dataset:
School Life: Official Journal of the Office of Education. Volume XXXIII. October 1950 to June 1951
Author: Federal Security Agency, US Office of Education (ED)
Date: 1951-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Nuclear Energy,Educational Media,Sanitation,Veterans Education,Adult Education,Civil Defense,Public Health,Educational Finance,Energy Education

This document contains the October 1950 through June 1951 issues of &quot;School Life,&quot; a monthly publication of the U.S. Federal Security Agency Office of Education. The journal issues cover a variety of topics across education sectors, the National Citizens Commission for the Public Schools, atomic energy education, education media, school sanitation, veterans' education and training, adult education, civil defense education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXXIII index is included.
Desired Outcomes through Deliberate Design: How the Communication Perspective Enhances Organizational Development
Author: Chetro-Szivos, John
Date: 2016-09-00
Type: Journal Articles
Subjects: Departments,Questioning Techniques,Faculty Development,Organizational Effectiveness,Organizational Communication,Intervention,Dialogs (Language),Futures (of Society),Work Attitudes,Social Values,Transformative Learning,Systems Approach,Trust (Psychology),Interpersonal Relationship,Private Colleges,Liberal Arts,Teacher Attitudes,Organizational Change,Peer Relationship

The study includes an analysis and results of a Deliberately Developmental Organization (DDO) effort in an academic department. In this study Kegan and Lahey's conception of a DDO is coupled with the Circular Questioning technique to deepen the intensity of the employees' participation. The ultimate goal of a DDO is to enhance the employees' personal development and thus improve the organization. The authors point to the communication perspective as a way to understand the centrality of dialogue in the Unauthenticated DDO process. It was found that Circular Questioning as a means of intervention allowed the members to generate new thoughts and actions thus building an understanding of their interdependence. It was clear their communication acted as a constitutive force, shaping the lives of the interactants and their future understanding and work in the organization.
Educator Guide to Assessment Reports: PEAKS English Language Arts and Mathematics
Author: Alaska Department of Education and Early Development
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Student Evaluation,Elementary School Students,Secondary School Students,Summative Evaluation,State Standards,Test Construction,Scores,Multiple Choice Tests,Computer Assisted Testing,Academic Achievement,Mathematics Achievement,Mathematics Tests,Language Tests,Language Arts,English,Test Interpretation

The Performance Evaluation for Alaska's Schools (PEAKS) assessment is administered annually statewide to students in grades 3 through 9 in ELA and mathematics. It provides students the opportunity to show their understanding of &quot;Alaska's English Language Arts (ELA) and Mathematics Standards.&quot; The assessments provide information to parents, educators, policy makers, communities, and businesses about how Alaska's schools and districts are performing. They also provide information to help schools improve and to meet the State Board of Education's Mission, &quot;An excellent education for every student every day.&quot; The PEAKS assessments were administered from March 29 to May 14, 2021. The Department of Education and Early Development (DEED) recognizes that the 2020-2021 instruction and assessment environments were very different and provided unique challenges. The Performance Evaluation for Alaska's Schools (PEAKS) reporting for this year will not provide direct comparisons from previous years of assessment. This guide includes the following sections: (1) About the PEAKS Assessment; (2) Test Design; and (3) Score Interpretation.
A Bibliography of Cognitive Information Processing Theory, Research, and Practice
Author: Sampson, James P., Jr.
Date: 2020-08-03
Type: Reference Materials - Bibliographies
Subjects: Bibliographies,Cognitive Processes,Educational Theories,Information Processing,Career Choice,Theory Practice Relationship,Educational Principles,Evidence Based Practice,Career Development,Career Planning

This bibliography contains citations from publications or papers presented at professional meetings concerning Cognitive Information Processing (CIP) theory, research, and practice based on work completed at Florida State University and other organizations in various locations. CIP theory applies general principles of cognitive information processing to making and implementing career choices. The bibliography includes the following topics: (a) overview of CIP theory, research, and practice, (b) general principles, (c) foundations of CIP theory, (d) CIP theory and research in vocational behavior, (e) CIP theory and evidence-based practice, (f) CIP applications, (g) CIP-based assessments, (h) resources for client use, (i) reviews of CIP theory, and (j) reviews of CIP-based assessments. [For &quot;An Introduction to Cognitive Information Processing Theory, Research, and Practice (Technical Report No. 62),&quot; see ED616571.]
Using Codes of Conduct to Ensure Viewpoint Diversity and Restore Trust in Schools. Sketching a New Conservative Education Agenda
Author: Pondiscio, Robert
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Standards,World Views,Diversity,Trust (Psychology),Controversial Issues (Course Content),Educational Policy,State Policy,Public Education,Teacher Behavior

A founding purpose of public education is to adequately prepare children for thoughtful self-government, citizenship, and independent adult life. This end is served by having educators teach students not what to think about controversial or contested public matters but how to think such issues through. When educators fail in this essential duty, or when they allow their personal or political agendas to interfere with the best interest of students. While teachers enjoy enormous leeway as a practical matter, courts have consistently granted local school boards nearly unquestioned authority to set curricula. This reports proposes an alternative way forward, one that accepts--and even &quot;encourages&quot;--schools and teachers to embrace controversial issues in the classroom while preventing them from simply preaching their beliefs to students.
Deeper in Debt: 2021 Update
Author: American Association of University Women (AAUW)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Females,Student Loan Programs,College Students,College Graduates,Paying for College,COVID-19,Pandemics,Racial Differences,Sex Fairness,Salaries,Loan Repayment,Gender Bias

The skyrocketing cost of college has forced more students to borrow money to obtain a degree. Women take on greater debt than men to start, but when women graduate, loan payments collide with the gender pay gap. The compounding effect puts a tight squeeze on women's budgets. This growing crisis requires two responses: helping those who have untenable outstanding debt and putting the right support into place to stem the accrual of such massive debt in the first place. [For the 2020 report, &quot;Deeper in Debt: Women and Student Loans in the Time of COVID,&quot; see ED606214.]
Reasoning about Equations with Tape Diagrams: Insights from Math Teachers and College Students
Author: Bartel, Anna N.
Date: 2021-06-00
Type: Reports - Research
Subjects: Mathematics Skills,Visual Aids,Algebra,Undergraduate Students,Mathematics Teachers,Equations (Mathematics),Preferences,Thinking Skills,Accuracy,Problem Solving

Research has shown that tape diagrams are beneficial for algebra learning. However, it is unclear whether certain visual features of tape diagrams have implications for learning. We investigated, with undergraduate students and math teachers, whether tape diagrams with different visual features (color, presence of outer lines, and position of the constant) differentially support reasoning about equations and whether people have preferences for certain visual features. Variations in visual features did not affect students' or teachers' reasoning accuracy; but each group displayed systematic preferences for most visual features considered. Future research should examine the effects of these visual features on performance while solving equations.
Teaching with a Fully Digital, Year-Long Math Program: Learning Science Futures on the Front Line
Author: Roschelle, Jeremy
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Blended Learning,Comparative Analysis,Class Activities,Academic Achievement,Teaching Methods,Outcomes of Education,Mathematics Curriculum,Instructional Effectiveness,Intervention,Elementary School Students,Grade 5,Scores,Mathematics Tests,Teacher Attitudes,Equal Education,Student Centered Learning,Standardized Tests,Program Descriptions,Computer Assisted Instruction

In the context of a large-scale randomized controlled trial, our team investigated &quot;front line&quot; teaching issues as schools implemented a fully digital, blended learning curriculum in mathematics. This paper focuses on observations of instruction within schools that were assigned to use the new digital resources. Compared to a business-as-usual control group, classroom activity and teaching practices changed in the treatment group. Observers, who were blind to student achievement outcomes, found two overall patterns in treatment classrooms across five categories of observations. Later quantitative analysis indeed found the &quot;high&quot; and &quot;low&quot; patterns could account for some of the variance in achievement outcomes within the treatment condition. We explore observed patterns in terms of existing learning science theory and suggest areas where further development of the learning sciences may be needed and how learning sciences can contribute to improvement of digital, blended learning environments.
The $200 Billion Question: How Much of Federal COVID-19 Relief Funding for Schools Will Go to COVID-19 Relief?
Author: Malkus, Nat
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: COVID-19,Federal Aid,Federal Legislation,Pandemics,Elementary Secondary Education,Educational Finance,School Closing,Expenditures,Resource Allocation,Expenditure per Student,School Districts

Between 2020 and 2021, Congress appropriated nearly $190 billion in Elementary and Secondary School Emergency Relief (ESSER) funding for K-12 schools. Passed in three waves, ESSER is by far the largest federal infusion ever provided to K-12 schools--more than 11 times annual Title I spending and almost five times as large as total federal K-12 spending in the previous year. Congress placed few limits on what ESSER funding can be used for. Although ESSER funds were advertised as supports for school reopenings and pandemic recovery, initial estimates presented in this report suggest that less than 20 percent of total ESSER district funding will go to reopening, on average, and less than 40 percent will go to recovery. All told, $78 billion-$123 billion, out of nearly $190 billion, could go toward spending not directly related to COVID-19. A majority of these remaining funds will be spent over seven years. Expansive permissible uses for ESSER funds raise several questions. At the federal level, they raise the questions of whether the federal spending was intentional and how an excess of unspent federal funds might affect Democratic ambitions to provide a more permanent federal funding increase to schools through Title I. At the district level, they raise questions about how districts might avoid ineffective, unnecessary, or otherwise undesirable expenditures. This report comes at the end of the first full school year completed under the shadow of the pandemic and provides an overview of the current state of federal COVID-19 relief funding for K-12 schools. It provides a cumulative accounting of ESSER funding, including the distribution of funds to states and school districts, an initial look at the amounts states reported as spent at the end of the school year, and an estimate of the proportion of ESSER funds used for reopening, recovery, and non-pandemic purposes.
Towards Better Affect Detectors: Effect of Missing Skills, Class Features and Common Wrong Answers
Author: Wang, Yutao
Date: 2015-03-00
Type: Speeches/Meeting Papers
Subjects: Majors (Students),Affective Behavior,Psychological Patterns,Predictor Variables,Measurement Techniques,Tutoring,Web Based Instruction,Mathematics Instruction,Feedback (Response),Middle School Students,Classification,Evaluation,Classroom Environment,Problem Solving,Error Patterns,Data Collection,Data Use

The well-studied Baker et al., affect detectors on boredom, frustration, confusion and engagement concentration with ASSISTments dataset were used to predict state tests scores, college enrollment, and even whether a student majored in a STEM field. In this paper, we present three attempts to improve upon current affect detectors. The first attempt analyzed the effect of missing skill tags in the dataset to the accuracy of the affect detectors. The results show a small improvement after correctly tagging the missing skill values. The second attempt added four features related to student classes for feature selection. The third attempt added two features that described information about student common wrong answers for feature selection. Result showed that two out of the four detectors were improved by adding the new features. [This paper was published in: &quot;LAK15,&quot; March 16-20, 2015, pp. 31-35.]
The Secret Ingredient behind the Year of Educational Choice
Author: Bedrick, Jason
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: School Choice,State Policy,Parent Attitudes,Advocacy,School Closing,Distance Education,Politics of Education,Political Attitudes,Educational Legislation,State Legislation,Educational Policy,Kindergarten,Elementary Secondary Education,Cooperation,Organizations (Groups)

The &quot;Wall Street Journal&quot; declared 2011 the &quot;year of school choice&quot; after 13 states enacted new choice policies or expanded existing ones. This brief discusses coalitions as the secret ingredient of the choice movement's success and shares lessons learned from the most effective coalitions. Key points include: (1) parental frustration over school closures, distance learning, and politics in the classroom created an opening for the educational choice movement, but those factors alone are insufficient for legislative success; (2) states that succeeded in passing robust educational choice policies this year all had a key ingredient: an effective coalition; and (3) effective coalitions have a unity of purpose, communicate regularly, and are well prepared to carry out their missions.
The Values-Based Case for School Choice Is Also the Winning Case
Author: Burke, Lindsey M.
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: School Choice,Politics of Education,Freedom,Values,Parent Participation,Educational Quality,Accountability,Educational Policy

In their quest for broad support for school choice, proponents have conceded to Democrats' policy demands, including limited student eligibility and regulations, therefore weakening the options available to families. However these concessions have not won Democratic policymakers' support and may have alienated Republican policymakers. School choice supporters, therefore, should not be afraid to make what is likely the most compelling case: that education freedom is fundamentally about enabling parents to choose learning environments that align with their values. For long-term success, school choice supporters must make the values-based case for school choice, pursue programs that are open to every child, and allow parents to determine what constitutes quality and accountability.
What&apos;s behind Racial Differences in Attitudes towards School Reopening (and What to Do about Them)
Author: Krogan, Vladimir
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Racial Differences,Attitudes,School Closing,Distance Education,COVID-19,Pandemics,Whites,African Americans,Hispanic Americans,Racial Bias,Trust (Psychology),Educational Policy

COVID-19 caused the most dramatic disruption of elementary and secondary education in our lifetime. By late March 2020, every US state had closed public schools in an effort to flatten the curve. Delays in reopening schools have coincided with the emergence of sharp divisions among parents in their willingness to send their children back to school--raising the proverbial chicken-and-egg questions about whether public opinion is causing or simply responding to the delays. This report examines the emergence and persistence of racial polarization in public opinion regarding when and whether to reopen schools. Leveraging different surveys fielded throughout 2020 and into early 2021, it documents that opinions on these issues became increasingly divided along both racial and partisan lines by early May 2020. The gap persisted through the summer and as schools began reopening in the fall, coinciding with big racial differences in access to in-person learning.
A Reset for Assessment: Toward a Less Burdensome Accountability System
Author: Buckley, Jack
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Accountability,COVID-19,Pandemics,Testing,Student Evaluation,Educational Assessment,Summative Evaluation,Elementary Secondary Education,Federal Legislation,Educational Legislation,Data Collection,Electronic Learning,National Competency Tests

As educators confront the challenge of remediating COVID-19 learning loss--and policymakers wrestle with measuring it amid widespread discontent with testing--now is an apt time to consider how much of the current accountability and assessment regime is truly necessary. This report examines the state of testing post-March 2020 and explores how a minimally viable, less burdensome assessment system might look.
Improving Parent Choice in Early Learning
Author: Regenstein, Elliot
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: School Choice,Parent Participation,Early Childhood Education,COVID-19,Pandemics,Educational Finance,Access to Education,Federal Aid,State Aid,Educational Vouchers,Low Income Groups,State Programs,Family Programs,Enrollment,Educational Quality,State Government

During the pandemic, there have been bipartisan calls for dramatically increased public funding for early education and care (EEC). As that money is being invested, more needs to be done to make it easier for families to exercise true choice--in which they have affordable, accessible, and high-quality options and the information they need to make the right choice for their child. This report outlines the alternatives families have with EEC and the supports already in place to help them navigate those options. It then looks at how states influence the universe of available options. It concludes with recommendations for state and federal actions to support and improve family choice.
School Administrators&apos; Quality Assurance Mechanisms and Attainment of Secondary Education Objectives in Akwa Ibom State, Nigeria
Author: Asuquo, Michael E.
Date: 2019-01-00
Type: Journal Articles
Subjects: Principals,School Administration,Instructional Leadership,Quality Assurance,Secondary Education,Secondary School Teachers,Educational Objectives,Correlation,Public Schools,On the Job Training,Foreign Countries,Supervision

This study focused on School Administrators' quality assurance mechanisms and attainment of Secondary Education objectives in Akwa Ibom State, Nigeria. The population of the study was made up of all the principals in 233 public secondary schools in Akwa Ibom State. Two research questions and hypotheses were formulated to give direction to the study. The researchers used ex-post facto research design for the study. The researchers adopted census sampling technique for the study because all the school principals in public secondary schools in Akwa Ibom State were used for the study. School Administrators' Quality Assurance Mechanisms and Attainment of Secondary Education Objectives Questionnaire (SAQAMASEOQ) was the instrument used for data collection. The statistical tool used for data analysis was Pearson product correlation statistics. The findings arising from the results of the study indicated positive and significant relationship between school administrators' quality assurance mechanisms and attainment of secondary education objectives. Based on the result, one of the recommendations was that school administrators should not assume that their teachers do not need internal orientation training, job-instruction training, job rotation, coaching and mentorship. They should make on-the-job training very effective to ensure quality teaching and learning for the achievement of secondary education objectives.
Modeling Associations of English Proficiency and Working Memory with Mathematics Growth: Implications for RTI
Author: Hall, Garret James
Date: 2020-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Response to Intervention,Language Proficiency,Short Term Memory,English Language Learners,Mathematics Instruction,Mathematics Skills,Prediction,Kindergarten,Grade 4,Elementary School Students,Correlation,Emergent Literacy,Socioeconomic Status,Mathematics Achievement,Teaching Methods

Although mathematics development research has become more prominent in the school psychology literature in recent years, a large research gap in this area exists regarding English language learners (ELLs). Significant research in education, cognitive science, and psychology has been devoted to understanding the links between language and mathematics, but the developmental factors that predict stability and change in mathematics skill development among ELLs are less clear. In one study, I investigated growth and change among ELLs compared to English-proficient student (EPS) peers using latent change score modeling to detect differences in interindividual and intraindividual change across language proficiency groups. I also examined the extent to which working memory differentially predicts mathematics change trends and patterns across language groups. In a second study, I closer examined the processes of mathematics development among ELLs by investigating the presence of heterogeneous, unobserved growth trajectories; whether development of English language proficiency (ELP) predicts mathematics growth patterns; and the interaction between working memory and language proficiency gains in predicting later mathematics growth. Results from Study 1 suggested that ELLs and their English-proficient peers change similarly across time though at different levels of performance. Additionally, kindergarten working memory operated similarly in predicting growth parameters among both ELL and EPS subpopulations. Findings from Study 2 are suggestive of a single highly variable growth trajectory among ELLs. Although working memory uniquely predicted mathematics developmental patterns, interactions between working memory and English proficiency gains were not predictive of later mathematics level or change pattern. However, gains in English early reading skills (arguably one domain of ELP) uniquely and positively predicted later mathematics performance level, although that advantage was partially offset by a prediction of decelerating mathematics growth through fourth grade. Theoretical and practical applications for research involving ELLs in the context of RTI, future directions, and limitations are discussed.