ethanporcaro/eric-fulltext-meta huggingface dataset:
State Legislative Recommendations to Promote Fair and Effective School Discipline. NEPC Discipline Resource Sheet
Author: Losen, Daniel J.
Date: 2011-10-05
Type: Reports - Descriptive
Subjects: Suspension,State Legislation,Educational Change,Discipline Policy,Student Behavior,Behavior Problems,Teacher Competencies,Faculty Development,Behavior Modification,Academic Achievement,Teacher Education,Data Collection

This document presents a summary of the larger report &quot;Discipline Policies, Successful Schools, and Racial Justice.&quot; State legislation is an important lever for improving the equity of student discipline policies. However, states vary tremendously, and only some provide accurate public reports on school discipline, support effective programs like Positive Behavioral Interventions and Supports (PBIS), or ensure teachers are well trained in classroom and behavior management. This paper presents three recommendations for improving state legislation: (1) Strengthen support and training for teachers to improve classroom and behavior management; (2) Improve annual collection and reporting of discipline data; and (3) Align discipline policy with academic achievement goals by helping schools reduce high suspension rates. [For the main report, see &quot;Discipline Policies, Successful Schools, and Racial Justice&quot; (ED524711).]
Federal Policy Recommendations to Promote Fair and Effective School Discipline. NEPC Discipline Resource Sheet
Author: Losen, Daniel J.
Date: 2011-10-05
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Change,Discipline Policy,Discipline Problems,Educational Legislation,Change Strategies,Politics of Education,Educational Policy,School Effectiveness

Federal legislation is an important lever for improving the equity and efficacy of school, district, and state discipline policies. Legislation should ensure that all students are treated fairly, regardless of race, gender, or class. This paper presents three recommendations for changing federal legislation to accomplish this goal. These recommendations are: (1) Strengthen support and training for teachers to improve classroom and behavior management; (2) Improve annual collection and public reporting of discipline data; and (3) Align discipline policy with academic achievement goals by helping schools reduce high suspension rates. [For related reports, see: (1) &quot;School Discipline: What the Research Tells Us--Myths and Facts. NEPC Discipline Resource Sheet&quot; (ED524710); (2) &quot;Discipline Policies, Successful Schools, and Racial Justice&quot; (ED524711); (3) &quot;Good Discipline: Legislation for Education Reform&quot; (ED524714); (4) &quot;Good Discipline: Legislation for Education Reform. Appendices&quot; (ED524715); and (5) &quot;State Legislative Recommendations to Promote Fair and Effective School Discipline. NEPC Discipline Resource Sheet&quot; (ED524712).]
Good Discipline: Legislation for Education Reform. Appendices
Author: Losen, Daniel J.
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: State Legislation,Educational Change,Discipline Policy,Educational Legislation,Discipline Problems,Intervention,Accountability,Functional Behavioral Assessment,Educational Policy,National Standards,Federal Regulation

This paper presents the appendices included in the &quot;Good Discipline: Legislation for Education Reform&quot; report. Appended are: (1) Federal Data Requirements; (2) Maryland State Law Requiring Positive Behavioral Interventions and Support Program when suspension rates exceed a certain level; (3) The Act's provisions focused on training and development of teachers and principals are found in Title II of the Act; and (4) Fixing other problematic incentives in ESEA accountability. (Contains 1 table and 19 notes.) [For related reports, see: (1) &quot;Federal Policy Recommendations to Promote Fair and Effective School Discipline. NEPC Discipline Resource Sheet&quot; (ED524713); (2) &quot;School Discipline: What the Research Tells Us--Myths and Facts. NEPC Discipline Resource Sheet&quot; (ED524710); (3) &quot;Discipline Policies, Successful Schools, and Racial Justice&quot; (ED524711); (4) &quot;Good Discipline: Legislation for Education Reform&quot; (ED524714); and (5) &quot;State Legislative Recommendations to Promote Fair and Effective School Discipline. NEPC Discipline Resource Sheet&quot; (ED524712).]
Designing Worked Examples in Statics to Promote an Expert Stance: Working THRU vs. Working OUT
Author: Calfee, Robert
Date: 2011-10-05
Type: Reports - Research
Subjects: Feedback (Response),Pretests Posttests,Instructional Effectiveness,Guidance,Engineering Education,College Freshmen,Computer Assisted Instruction,Transfer of Training,Expertise,Problem Solving,Novices,Educational Technology,Computer Peripherals,Computer Interfaces,Scientific Concepts

The purpose of this study was to examine the performance patterns of freshman engineering students as they completed a tutorial on freebody problems that employed a computer-based pen (CBP) to provide feedback and direct learning. A secondary analysis was conducted on detailed performance data for 16 participants from a freshman Engineering course in Statics. The study included a Pretest, Tutorial, Transfer test, and Retest; this paper describes performance during the Pretest and Tutorial segments of the study. Each segment included sections on Freebody drawing and Equation writing; the secondary analysis was conducted on the Freebody drawing. The time data were examined for patterns related to study, drawing, and Help requests. The participants were divided into two groups based on contrasts in timing patterns; Work-Thru learners and Work-Out learners: Work THRU--Spends significant time studying instructions and reading the problem; Refers to instructions and previous work frequently during the task; Uses hints and help selectively; Studies mistakes carefully; seldom repeats vs. Work OUT--Skims quickly through instruction; Goes to work quickly on a problem; Uses hints/help frequently to move past barriers; Learns little from mistakes, which are often repeated. The findings are interpreted within a conceptual framework featuring the expert stance, the notion that a novice learner adopts practices and attitudes typical of an expert. Implications are considered for employing the CBP [computer-based pen] platform to provide guidance toward an expert stance during early acquisition of the freebody concept, as one part of an enhanced instructional program for effective and efficient learning. (Contains 6 figures and 3 tables.)
The Progress of Five Attempts to Improve the Quality of Secondary Teaching in Papua New Guinea
Author: Palmer, W. P.
Date: 1984-07-00
Type: Reports - Descriptive
Subjects: Educational Change,Foreign Countries,Secondary School Teachers,Academic Standards,Science Curriculum,Educational Quality,Educational Improvement,Improvement Programs,Educational Innovation,Program Descriptions,Mathematics Teachers,College Programs,Program Effectiveness,Change Strategies

There is a general agreement that academic standards in Papua New Guinea high schools are below those in many other countries. This paper will examine this problem generally and also in relation to the teaching of mathematics and science. At Goroka Teachers' College, which is the only teacher training college for secondary school teachers in Papua New Guinea, this has been recognised as a problem for many years. In the last few years a number of innovations have been attempted, some of which have tried to improve the quality of teachers and teaching I whilst others have been more concerned with producing sufficient teachers. This paper will attempt to describe five of these innovations which are: 1. The Conversion Course; 2. The six month S.M.I. Course; 3. The Double Subject Science Course; 4. The additional year at Waigani; 5. The Distance Education Advanced Diploma Course.   It is premature at this stage to comment in detail on the success of these attempts, but the continuing efforts by a number of different people underline the determination of the College to produce sufficient teachers and to improve academic standards, both within the College and amongst secondary teachers as a whole. An appendix to the paper summarises the main points of the paper. (Contains 1 table.)
Play Deprivation: Is It Happening In Your School?
Author: Lauer, Lisa M.
Date: 2011-09-12
Type: Reports - Evaluative
Subjects: Play,Rating Scales,Disadvantaged Environment,Health Related Fitness,Physical Recreation Programs,School Recreational Programs,Incidence,Kindergarten,Student Surveys,Physical Activity Level,Outdoor Education,Program Termination,Time Perspective,Educational Opportunities

High-stakes testing combined with the notion that indoor and outdoor spontaneous play are a &quot;waste of time&quot; have contributed to the condition known as &quot;play deprivation&quot;. This paper defines the term play deprivation and explores its negative effects on children and adults. Negative effects resulting from play deprivation include an increase in violent crimes, decreases in brain and muscle fiber development, and reduction in communication, problem-solving, and social skills. Further evidence of play deprivation exists indicating children are at greater risk for aggressive behaviors and an increased risk of obesity. Play deprivation of other species also indicate the same negative effects. Other factors contributing to play deprivation include inadequate and unsafe outdoor spaces and equipment, organized sports, technology, prescribed routines, litigation, violent/abusive childhood, and play elimination in curriculum. A survey of 68 kindergartens was conducted using the Early Childhood Environment Rating Scale-Revised (ECERS-R) to determine the amount of &quot;Free Play&quot; children experienced in their daily routines. Results of this survey indicated almost half of the kindergartens surveyed scored 4 or below and are engaged in free play far less than recommended by the ECERS-R. Although the number of studies addressing play deprivation is limited, the results are significant. Further studies and recommendations for interventions and preventions are identified. (A bibliography is included.)
Philosophical Foundations for Curriculum Decision: A Reflective Analysis
Author: Belbase, Shashidhar
Date: 2011-10-08
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Philosophy,Epistemology,Educational Theories,Curriculum Development,Curriculum Design,Personal Narratives,Educational Environment,Mathematics Education

This paper discusses the author's curriculum experiences under different philosophical, epistemological and theoretical backdrops. The analysis of different perspectives bridges epistemological and philosophical/theoretical lenses to my understanding of curriculum and different curricular decisions. This praxeological experience as a student and then as a teacher within the context of tension between traditional goal oriented curriculum to backward design from goals to action oriented curriculum portrays the landscape of my curriculum images under different circumstances and practices.
Leadership Research
Author: Kaplun, Irina
Date: 2011-10-08
Type: Information Analyses
Subjects: Research Projects,Standardized Tests,Leadership Effectiveness,Leadership,Research Needs,Educational Research,Reading Achievement,Reading Comprehension,Elementary Education,Leadership Training,Educational Administration

The aim of this work is to explore recent research in the field of leadership as related to education and to link such research to a possible research project. This research project would focus on increasing standardized test scores in California schools focusing on the elementary school level through focusing on increasing reading competency and comprehension.
Implementation Fidelity: Implications for the Numbers Plus Curriculum
Author: Malofeeva, Lena
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Preschool Children,Mathematics Curriculum,Curriculum Implementation,Fidelity,Program Implementation,Validated Programs,Role

The purpose of this paper is to propose a framework for conceptualizing and assessing fidelity of implementation (FOI) in the context of a cluster-randomized design study. A research-validated mathematics curriculum for preschool children called Numbers Plus is used as an example to describe the role of curriculum implementation fidelity in the evaluation of programs, curricula, initiatives, and professional development activities. This three-year project was implemented in two states--Michigan and Indiana. A total of 17 partner programs participated in the project. The authors argue that using various measures of fidelity of implementation provides stronger validity evidence and identifies mechanisms of how implementation works. In addition, the results of the analyses on student and teacher characteristics predicting FOI will be shared. (Contains 1 table.)
The Relative Effects of Inquiry-Based and Commonplace Science Teaching on Students' Knowledge, Reasoning and Argumentation about Sleep Concepts: A Randomized Control Trial
Author: Wilson, Christopher D.
Date: 2009-00-00
Type: Reports - Research
Subjects: Science Education,Inquiry,Theory Practice Relationship,Teaching Methods,Program Effectiveness,Summer Programs,Sleep,Biology,Educational Change,Evidence,Persuasive Discourse,Socioeconomic Status,Scores,Sciences

From Dewey to the Standards, inquiry has been an increasingly prominent theme in multiple science education reform movements, yet the transition from theory and advocacy to practice and policy has been disappointing. While there is a growing body of research which suggests that student understanding is enhanced by inquiry-based teaching, only recently have studies begun to use experimental designs. This study attempts to answer the following questions: (1) To what extent can differences in student learning between the inquiry-based and commonplace groups be attributed to randomized group assignment?; (2) What differences in achievement by treatment group exist specific to the learning goals of knowledge, reasoning, and argumentation?; and (3) Does student race/ethnicity, gender, or socio-economic status account for variation in posttest scores above and beyond variation accounted for by pretest scores and group assignment? The study participants came from 24 schools from seven districts from across a range of urban, suburban, and rural areas; five of the students attended private schools and two were home-schooled. The authors use the Horizon Research Inc. survey and interview data (Weiss et al., 2003 and Hudson, McMahon & Overstreet, 2002) to define "commonplace teaching", and use The Biological Sciences Curriculum Study (BSCS) 5E instructional model, or the "5Es" (Bybee, 1997) to organize the inquiry-based unit. This study found that students in an inquiry-based classroom reached significantly higher levels of achievement than students experiencing commonplace teaching. The superior effectiveness of the inquiry-based instruction was consistent across a range of learning goals (knowledge, scientific reasoning, and argumentation) and types of measures (dichotomous items, open-response items, and clinical interviews). This study therefore contributes to the growing body of evidence demonstrating the effectiveness of inquiry-based teaching; supports the claims about inquiry in national science education reform documents (e.g. AAAS, 1993, 2000; NRC, 1996, 2000); and refutes the claims made by Kirshner, Sweller & Clark (2006) in response to the findings by Klahr and colleagues (Chen & Klahr, 1999; Klahr & Nigam, 2004). (Contains 2 tables and 2 figures.)
From Head to Toes: Preliminary Findings from a Pilot Self-Regulation Intervention over the Pre-Kindergarten Year
Author: Tominey, Shauna L. M.
Date: 2009-00-00
Type: Reports - Research
Subjects: Preschool Children,Individual Characteristics,Pilot Projects,Self Control,Prediction,Child Development,Kindergarten,Eligibility,Student Behavior,Intervention,Disadvantaged,Child Development Centers

The present study examines characteristics of children participating in a pilot self-regulation intervention that predict self-regulation growth over the pre-kindergarten year. The central research questions of the study were: (1) Can a pilot intervention using classroom games effectively improve children's self-regulation?; and (2) What characteristics of children, who are participating in a pilot self-regulation intervention, relate to spring self-regulation scores and to growth in self-regulation over the pre-kindergarten year? Participants in the study were seventy-four children from nine classrooms within two child development centers in Oregon. Children were selected based on age (4-years-old) and kindergarten eligibility in the following year. For children with low fall self-regulation scores, the number of intervention sessions attended predicted higher gains in spring self-regulation, providing preliminary evidence for the effectiveness of the intervention, especially for children attending more sessions. Moreover, the results suggest the need to target children from disadvantaged backgrounds and those who enter pre-kindergarten with low levels of self-regulation. Results also show that children's self-regulation scores at the beginning of the pre-kindergarten year predict both academic scores and self-regulation at the end of the year. This suggests that helping children develop self-regulation skills over the pre-kindergarten year may help children enter kindergarten with skills that facilitate classroom behavior and learning. Together, these results, although preliminary, support future studies that expand and refine the intervention to help children practice self-regulation over the pre-kindergarten year. Such research can lead to the development of preschool curricula emphasizing self-regulation as a means of facilitating school readiness, especially for children from disadvantaged backgrounds. Many preschool curriculums focus on emergent literacy and math skills and strengthening self-regulation with intervention may help children acquire these skills and help ensure that all children enter school ready to learn. (Contains 2 tables.
Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes. Executive Summary
Author: Council for Adult and Experiential Learning
Date: 2010-02-00
Type: Reports - Research
Subjects: Foreign Countries,Time to Degree,School Surveys,Educational Policy,Graduation Rate,Academic Achievement,Military Training,Prior Learning,Experiential Learning,Adult Students,Program Effectiveness,College Credits,Student Placement,Educational Assessment,Student Evaluation,Evaluation Methods,Longitudinal Studies,Cohort Analysis,Academic Persistence,Dropout Rate,Interviews,Comparative Analysis

Prior Learning Assessment, or PLA, is an important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom, including employment, military training/service, travel, hobbies, civic activities and volunteer service. Institutions may use several different PLA methods in order to award credit for prior learning. With support from Lumina Foundation for Education, which works to ensure that 60 percent of Americans are college-educated by 2025, the Council for Adult and Experiential Learning (CAEL) conducted a multi-institutional study on PLA and adult student outcomes, using the records of 62,475 students at 48 colleges and universities. The study attempted to answer the following research questions: (1) Do adults who earn PLA credit have better graduation rates, compared with those who do not earn PLA credit?; (2) Do they have better persistence?; and (3) Do they earn their degrees in a shorter period of time? The data from the 48 postsecondary institutions show that PLA students had better academic outcomes, particularly in terms of graduation rates and persistence, than non-PLA adult students. Many PLA students also shortened the time required to earn a degree; the average time to degree decreased as the number of PLA credits earned increased. (Contains 5 figures.) [For the full report, &quot;Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes,&quot; see ED524753.]
Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes
Author: Klein-Collins, Rebecca
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Graduation Rate,Academic Achievement,Military Training,Prior Learning,Experiential Learning,Adult Students,Program Effectiveness,College Credits,Student Placement,Educational Assessment,Student Evaluation,Evaluation Methods,Longitudinal Studies,Cohort Analysis,Academic Persistence,Dropout Rate,Interviews,Comparative Analysis,Time to Degree,School Surveys,Educational Policy

Prior Learning Assessment, or PLA, is an important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom (or from non-college instructional programs), including employment, military training/service, travel, hobbies, civic activities and volunteer service. PLA recognizes and legitimizes the often significant learning in which adults have engaged in many parts of their lives. With support from Lumina Foundation for Education, which works to ensure that 60 percent of Americans are college-educated by 2025, the Council for Adult and Experiential Learning (CAEL) recently conducted a multi-institutional study on PLA and adult student outcomes. The study examined the records of 62,475 students at 48 colleges and universities, primarily in the United States but also in two Canadian institutions. Subjects were from the cohort of adult students (defined as all students aged 25 or above) who matriculated at these institutions in 2001-2002. The study followed their academic progress over the course of seven years. The data from 62,475 students at the 48 postsecondary institutions in this study show that PLA students had better academic outcomes, particularly in terms of graduation rates and persistence, than other adult students. Many PLA students also shortened the time required to earn a degree, depending on the number of PLA credits earned. PLA students in this study who did not earn degrees were more persistent in terms of credit accumulation than the non-PLA students. PLA students in this sample earned more institutional course credits, on average, than non-PLA students. PLA students in this study who did not earn degrees had stronger patterns of annual enrollment and credit-earning than non-PLA students who did not earn degrees. Appended are: (1) Participating Institutions; (2) Interview Subjects; and (3) Methodology. (Contains 64 figures, 9 tables and 4 footnotes.) [For &quot;Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes. Executive Summary,&quot; see ED524752.]