ethanporcaro/eric-fulltext-meta huggingface dataset:
Know the Child: The Importance of Teacher Knowledge of Individual Students&apos; Skills (KISS). CEPA Working Paper
Author: York, Benjamin N.
Date: 2014-03-00
Type: Reports - Research
Subjects: Kindergarten,Preschool Teachers,Elementary School Teachers,Grade 1,Teacher Student Relationship,Teacher Characteristics,Skills,Student Characteristics,Young Children,Elementary School Students,Academic Achievement,Children,Longitudinal Studies,Surveys,Predictor Variables,Individualized Instruction,Robustness (Statistics),Models,Statistical Analysis

Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students' skills (KISS), we know surprisingly little about how KISS is distributed or how teachers develop KISS, let alone the role that KISS plays in instruction and learning. In this study, I employ nationally-representative data to create KISS measures for kindergarten and first grade teachers. I use these measures to examine the distribution of KISS across schools, within schools, and within classrooms, as well as to investigate potential KISS development mechanisms and instructional uses. To estimate the effect of KISS on student learning, I use a set of student and subject fixed effects models that control for the non-random sorting of students into classrooms, average differences in how well teachers know particular children, and baseline achievement. I find that a standard deviation increase in KISS positively impacts kindergartners' and first graders' achievement by about 0.08-0.09 standard deviations. This result is highly robust to a number of different modeling choices and alternative explanations.
The Race to the Top--Early Learning Challenge Year Two Progress Report
Author: Department of Education (ED)
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Early Childhood Education,Annual Reports,Educational Quality,Developmental Programs,Program Implementation,Special Needs Students,Educational Change,Accountability,State Programs,Faculty Development,Teacher Education,Educational Assessment,Progress Monitoring,Access to Education,Family Involvement,Child Development,Child Health,Alignment (Education),Educational Objectives,School Readiness,Program Descriptions

The human brain develops rapidly in the first five years of life. High-quality early learning experiences can have a profound and lasting positive effect on young children during these years, setting the stage for success in kindergarten and beyond. This is especially true for young children with high needs who are from low-income families; who have disabilities or developmental delays; who are English learners; who reside on &quot;Indian lands&quot;; who are migrant, homeless, or in foster care; and other children as identified by the State. The Race to the Top--Early Learning Challenge (RTT-ELC) program, authorized by Congress in 2011, is designed to improve the quality of early learning and development programs for young children. The RTT-ELC grants support States' efforts to design and implement an integrated system of high-quality early learning programs and services. RTT-ELC States submit Annual Performance Report (APR) data to ED and HHS each year as a requirement of the grant. In the spring of 2014, Phase 1 States and Phase 2 States submitted their APRs for 2013, their second and first APRs, respectively. This summary report provides information about the progress the 14 Phase 1 and Phase 2 States reported in their APRs for 2013. This report provides information from the 14 States about the impressive progress they are making in reforming their early learning and development systems. The document describes some of the initiatives that 14 RTT-ELC States undertook in the first or second year of their grants, as reported in their Annual Performance Reports (APRs). It is not intended to be a comprehensive look at all the activities and progress States have made to date. Yet even in this short period of time and in this brief report, it is clear that the RTT-ELC grantees are making progress toward improving the quality of early learning and development programs in their States and providing access to these high-quality programs for more children with high needs. These efforts are moving States toward the RTT-ELC goal of providing more children from birth through age 5 with a strong foundation that is needed to succeed in school and beyond. The infusion of funding, coordinated technical assistance from RTT-ELC, and firm timelines are giving States the needed impetus to develop a systems-based approach to improving the education and development of their youngest citizens.
Teachers Know Best: Teachers&apos; Views on Professional Development
Author: Bill and Melinda Gates Foundation
Date: 2014-12-00
Type: Reports - Research
Subjects: Teacher Attitudes,Faculty Development,Teacher Surveys,National Surveys,Satisfaction,Educational Benefits,Program Effectiveness,Educational Needs,Barriers,Coaching (Performance),Preferences,Educational Objectives,Delivery Systems

To gain insights into the roadblocks to implementing effective professional development, the Bill &amp; Melinda Gates Foundation contracted with the Boston Consulting Group in 2014 to reach more than 1,300 teachers, professional development leaders in district and state education agencies, principals, professional development providers, and thought leaders through surveys and interviews. What they heard from this broad range of stakeholders was consistent: The way in which schools and districts deliver professional learning is highly fragmented and characterized by key disconnects between what decision-makers intend and the professional learning teachers actually experience. More specifically: (1) Few teachers (29 percent) are highly satisfied with current professional development offerings; (2) Few teachers (34 percent) think professional development has improved; (3) Large majorities of teachers do not believe that professional development is helping them prepare for the changing nature of their jobs, including using technology and digital learning tools, analyzing student data to differentiate instruction, and implementing the Common Core State Standards and other standards; (4) Professional development formats strongly supported by district leadership and principals, such as professional learning communities and coaching, are currently not meeting teachers' needs; and (5) Principals largely share teachers' concerns about the efficacy of professional learning. At the same time, teachers and administrators largely agree on what good professional learning looks like. That consensus, coupled with teachers' increasing use of self-guided online resources and their desire to work together to focus on planning, designing, and delivering instruction, provide directions for the future.
Disability Identification and Self-Efficacy among College Students on the Autism Spectrum
Author: Shattuck, Paul T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Identification (Psychology),Self Efficacy,College Students,Disabilities,Special Education,Longitudinal Studies,Incidence,Correlation,Student Attitudes,Regression (Statistics),Racial Differences,Ability,Transitional Programs,Social Influences,Majors (Students),STEM Education

The number of youth on the autism spectrum approaching young adulthood and attending college is growing. Very little is known about the subjective experience of these college students. Disability identification and self-efficacy are two subjective factors that are critical for the developmental and logistical tasks associated with emerging adulthood. This study used data from the National Longitudinal Transition Study-2 (NLTS2) to examine the prevalence and correlates of disability identification and self-efficacy among college students on the autism spectrum. Results indicate nearly one-third of these students do not report seeing themselves as disabled or having a special need. Regression models of the correlates of disability identification and self-efficacy indicate that the odds of disability identification were significantly lower among students who were Black and those with higher functional skills. Some colleges are now offering support programs targeted at students on the autism spectrum. If students are required to self-identify as being on the autism spectrum before qualifying for services then this may unintentionally exclude a large proportion of those in need. Colleges might consider options for reducing stigma by creating services to support social and academic success that are marketed to all students without required self-disclosure with respect to disability status.
HigherEdUtah2020. 2014 Report
Author: Utah System of Higher Education (USHE)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Public Colleges,Enrollment,Graduation,Innovation,Economic Development,Community Colleges

Utah has set the goal of having 66% of its 25-35 age population with a post-secondary degree or certificate by 2020. To achieve this goal, Utah must increase the number of degrees and certificates awarded annually, to a level 25% above the 2010-11 base year level. This requires a continuing focused effort in creating a highly-educated workforce. A central component of the statewide strategy is to increase degree and certificate production in economic areas identified as high-demand and high-wage, including: science, engineering, and health professions. Attaining the annual increase needed in certificate and degree production will require a significant investment in core USHE budget areas such as employee compensation, mission based funding, and capital facilities. The academic programs that prepare individuals for the identified high-demand, high-wage occupations will need to increase both program participation and completion rates, and the 66% initiative is focused on increasing both rates. Each year the eight institutions of the Utah System of Higher Education (USHE) provide an update on their progress towards the 66% by 2020 goal. This 2014 Report of the HigherEdUtah2020 plan is a follow-up to the Board of Regents' 2011 action plan, 2012 progress report of the specific Regents' initiatives that gave direction to the USHE institutions as to how to prioritize resources in order to make the greatest impact in attaining Utah's &quot;big goal,&quot; and the 2013 report. The following updates are provided, in institutional order of the founding dates of the institutions, and highlight the institutions' accomplishments in meeting the strategic priorities of the Regents: (1) participation in postsecondary education; (2) degree completion; and (3) economic innovation.
Statistical Abstract of Higher Education in North Carolina, 2013-14. Research Report 1-13
Author: Dow, Daphne, Comp.
Date: 2014-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,Undergraduate Students,College Transfer Students,Academic Degrees,College Faculty,Library Services,Costs,College Admission,Student Financial Aid,College Housing,Gender Differences,Age Differences,Institutional Characteristics,Student Characteristics,Place of Residence,Summer Schools,Racial Differences,Ethnicity,Operating Expenses,College Freshmen,College Entrance Examinations,Scholarships,Dormitories,Foreign Countries

This abstract covers the breadth of higher education activities in North Carolina in their quantitative aspect, from simple counts of enrollment and degrees conferred to complex analyses of the flow of student transfers among institutions. Collected and published annually, this wide range of information should be useful to members of the public and to planners and educators in educational institutions and government agencies. It is hoped that the information will aid in the more effective use of resources allocated to higher education. The data in this abstract represent both past and current (2013-14 academic year) information. [For the 2012-2013 abstract, see ED586049.]
Start Me Up: Outcomes of Trades Foundation Students. Information Paper
Author: BC Student Outcomes (Canada)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Apprenticeships,Job Training,Industry,Foreign Countries,Student Attitudes,Program Effectiveness,Employment Level,Outcomes of Education,Job Skills,Employment Qualifications

Foundation programs give students the key skills and knowledge needed for entry into a trade. A traditional apprenticeship requires four or five levels of training. Progressive apprenticeship programs make it possible for an apprentice to obtain a certificate of qualification after each &quot;progression.&quot; Foundation programs can link to traditional or progressive apprenticeships. Some foundation programs are available to high school students. Former students who have taken trades foundation programs are surveyed by the Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey. Using data from the 2014 DASCO Survey, with some additional data from the 2010 to 2013 surveys, this report explores who took trades foundation programs, whether these former students go on to apprenticeships, and what their employment outcomes were. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, the participating British Columbia post-secondary institutions, and the Industry Training Authority.]
Building Supportive Relationships in Afterschool. SEDL Insights. Vol. 2, No. 1, Spring 2014
Author: Jordan, Catherine
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: After School Programs,Interpersonal Relationship,Teacher Student Relationship,Family Involvement,School Community Relationship,Teacher Collaboration,School Personnel,Staff Development

Afterschool programs can help students develop knowledge to enhance academic success while also providing them with opportunities to develop social and problem-solving skills. In our work with afterschool programs, we have seen that positive relationships with school-day personnel, families, community members, and between and among program staff and students help these programs thrive. This issue of &quot;SEDL Insights&quot; explores how afterschool practitioners can build strong relationships that benefit all stakeholders.
Mathematics Education at the Edge. Proceedings of the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, July 15-20, 2014)
Author: Liljedahl, Peter, Ed.
Date: 2014-00-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Mathematics Education,Educational Psychology,Educational Research,Conferences (Gatherings),Educational History,Social Psychology,Cultural Context,Thinking Skills,Mathematical Models,Pedagogical Content Knowledge,Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Demography,Social Justice,Mathematics Skills,Social Change,Educational Change,Politics of Education,Mathematics Instruction,Technology Uses in Education,Teacher Role,Faculty Development,Mathematics Activities,Statistics,Problem Solving,Learning Processes,Task Analysis,Elementary School Mathematics,Secondary School Mathematics,Mathematics Curriculum,Teaching Methods,Interdisciplinary Approach,Spatial Ability,Perspective Taking,Kindergarten,Freehand Drawing,Handheld Devices,Robotics,Epistemology,Educational Games,Learning Strategies,Persuasive Discourse,Psychological Patterns,Educational Quality,Mathematical Concepts,Numeracy,Centralization,Affordances,Disadvantaged,Visualization,Eye Movements,Teaching Skills,Manipulative Materials,Teacher Student Relationship,Special Education,Algebra,Geometry

The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was &quot;Mathematics Education at the Edge.&quot; Academically, the theme provides opportunities to highlight and examine mathematics education research that is: (1) breaking new ground or on the cutting edge of innovative research and research methodologies; and (2) exploring issues with groups that are often positioned at the edge or periphery of educational research, such as social justice, peace education, equity, and Indigenous education. Geographically, the theme &quot;Mathematics Education at the Edge&quot; describes the very place of the conference setting, Vancouver, a city situated at the edge of Canada on the Pacific Ocean and Coast Mountain Range. The papers in the six volumes of these proceedings are organized according to the type of presentation. Volume 1 contains the presentations of the plenary speakers, Research Forum activities, Discussion Group activities, Working Session activities and the National Presentation of mathematics education in Canada. Volumes 2-5 contain the Research Reports of the conference, while Volume 6 consists of the Short Oral and Poster Presentations. The organization of PME 2014 is a collaborative effort involving teams of colleagues at the University of British Columbia and Simon Fraser University.
The Beliefs of Pre-Service Primary and Secondary Mathematics Teachers, In-Service Mathematics Teachers, and Mathematics Teacher Educators
Author: Beswick, Kim
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Beliefs,Teacher Attitudes,Student Attitudes,Mathematics Teachers,Elementary School Teachers,Secondary School Teachers,Preservice Teachers,Teacher Educators,Mathematics Education,Teacher Education Programs,Faculty Development,Program Effectiveness,Foreign Countries

This paper presents a comparison of the responses to nine beliefs items and one confidence item of samples of Australian mathematics teachers, pre-service primary teachers, pre-service secondary mathematics teachers, and mathematics teacher educators. Significant differences were found between each pair of groups. The implications of these for the effectiveness of mathematics teacher education and professional learning for mathematics teachers are discussed. [For the complete proceedings, see ED597799.]
A Pilot Study of the Stacy and Bo Porter S.E.L.F. Foundation Afterschool Program Effects on Student Performance at Key Middle School, 2013-2014. Evaluation Report. Volume 8, Issue 1
Author: Holmes, Venita
Date: 2014-09-22
Type: Reports - Research
Subjects: At Risk Students,Middle School Students,Academic Ability,Student Development,Social Development,Emotional Development,After School Programs,Program Effectiveness,Reading Achievement,Mathematics Achievement,Student Attitudes,Grade 6,Grade 7,Grade 8,Physical Activities,Tutoring,Goal Orientation,School Safety,Self Efficacy,Student Behavior,Attendance,Racial Differences,Ethnicity,Age Differences,Limited English Speaking,Low Income Students,Interpersonal Competence,Academic Persistence,Skill Development,Discipline

During the 2013-2014 academic year, the S.E.L.F. Foundation engaged 32 predominately at-risk students at Key Middle School (KMS) in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Outcome measures consisted of reading and mathematics performance before and after program implementation. In addition, student perceptions regarding program benefits were gathered via surveys. Combined passing rates for sixth through eighth grade students improved on both the STAAR reading and mathematics assessments by three and six percentage points, respectively from 2013 to 2014, although grade-level performance varied. Sixth, seventh, and eighth-grade program students outperformed all KMS student groups in mathematics on STAAR. Paired t-test analysis showed increases in STAAR scale scores for sixth and seventh-grade program students in reading, statistically significant increases in scale scores for six and eighth-grade program students in mathematics, and decreases in other areas. An overwhelming majority of students indicated that they were benefitting from all of the program components, with the largest majority specifying physical activities (100%) and tutorials (96%). Although still prevalent, overall discipline rates decreased, while differences in rates of unexcused absences for program students before compared to during the program were lower for 28% of students, and increased for 50% of the students. Consideration should be given to expand program components where students expressed benefits (e.g., physical activities), while incorporating interests (e.g., goal setting), needs (school safety), character-building activities (e.g., confidence to do well in school), and behavioral supports to assist with discipline and school attendance.
Title I, Part A and Title II, Part A Centralized Programs, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-03-28
Type: Reports - Research
Subjects: Federal Legislation,Elementary Secondary Education,Educational Legislation,Economically Disadvantaged,Budgets,Resource Allocation,School Districts,Academic Achievement,Faculty Development,Salaries,Teacher Salaries,Achievement Tests,Achievement Gains,Standardized Tests,Teacher Persistence,Elementary School Students,High School Students,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Low Income Students,Educational Finance,Federal Aid,Early Childhood Education,At Risk Students,Expenditures,Spanish Speaking,Administrator Attitudes,Parent Attitudes

Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the No Child Left Behind Act of 2001 (NCLB). Both funds focus on enhancing student achievement, Title I, Part A through providing supplemental support for students to meet rigorous academic requirements, and Title II, Part A through providing supplemental programs for professional development for principals and teachers to support students' high achievement. In 2012-2013, Title I, Part A funds were allocated for nine HISD centralized programs and Title II, Part A supported five HISD centralized programs; three of the programs received funds from both sources, for a total of 11 HISD centralized programs. This report documents the contributions of the 2012-2013 centralized programs in partial fulfillment of state and federal law that requires the district to account for funds received through ESEA.