ethanporcaro/eric-fulltext-meta huggingface dataset:
Variables Contributing to Abandonment and Readoption of SWPIBS
Author: Kittelman, Angus
Date: 2020-00-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Intervention,Educational Change,Evidence Based Practice,Adoption (Ideas),Decision Making

There is a dearth of research examining school and district factors associated with the abandonment of evidence-based practice in schools. In this mixed-methods study, we surveyed 23 school personnel working with 30 schools that abandoned and then readopted school-wide positive behavioral interventions and supports (SWPBIS). Our aims were to identify critical features abandoned and perceived reasons for abandonment and readoption of SWPBIS practices. SWPBIS features most often abandoned included data-based decision making and school-wide acknowledgement systems. Lack of staff buy-in was the most commonly reported reason for abandonment, and a new school administrator was the most commonly reported reason for readoption. Implications for research and how schools could safeguard against abandonment of evidence-based practices are discussed. [This is the advance online version of a paper published in &quot;Journal of Positive Behavior Interventions&quot; (EJ1244498).]
Using Process Writing in the Teaching of English as a Foreign Language
Author: Martínez, Jesús
Date: 2020-00-00
Type: Journal Articles
Subjects: Process Approach (Writing),Second Language Learning,Second Language Instruction,Writing Instruction,Teaching Methods,Writing Skills,Action Research,Instructional Effectiveness,English (Second Language),Foreign Countries,Writing Processes,Connected Discourse,Student Attitudes,Brainstorming,Revision (Written Composition)

Writing is, at times, neglected by both teachers and students. Far too often, courses involve an emphasis on speaking skills and direct grammar instruction. These courses, however, pay little attention to writing skills and, most specifically, academic writing. In fact, while addressing writing, teachers may have different approaches, one of which is process writing. The current study explores the implementation of process writing as a tool for developing students' writing skills in the context of paragraph writing. Students went through four lessons, and a pretest-posttest format was used to conduct research and evaluate data. Action Research was the paradigm used to structure this study. Lastly, the researchers concluded that process writing is conducive to stronger writing skills resulting in more organized and structured paragraphs.
Fall Enrollment: Iowa Community Colleges, 2019
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Enrollment Trends,Full Time Students,Part Time Students,Minority Group Students,College Credits,Dual Enrollment,High School Students,Student Characteristics,Online Courses,Enrollment Projections,Declining Enrollment,Academic Education

The Iowa Department of Education collects enrollment information from all 15 community colleges. This report summarizes several aspects of community college enrollment. Some highlights of this report include: (1) Fall 2019 enrollment decreased 1.7 percent to 88,375 students; (2) Part-time enrollment remained larger than full-time students and reached the all times record high 64.3 percent of total fall enrollment; (3) Minorities comprised 23.6 percent of fall enrollment; (4) Total credit hours registered decreased 2.4 percent to 754,124 credit hours; (5) Average course load for both full-time students (13.9 credits) and part-time students (5.5 credits) remained unchanged; (6) Students in college parallel programs comprised 41.3 percent of total fall enrollment, followed by students with no program of study (29.6 percent) and CTE programs (27.3 percent); (7) For the first time in history the number of high school students participating in joint enrollment decreased (less than one percent) to 35,734 students; and (8) The majority of high school students (99.4 percent) participated in joint enrollment through contracted courses between high schools and community colleges. [For the 2018 report, see ED593376.]
Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale. Deeper Learning Networks Series
Author: Hernández, Laura E.
Date: 2019-10-00
Type: Reports - Research
Subjects: Educational Change,Teaching Methods,Student Centered Learning,Student Centered Curriculum,Disadvantaged Youth,Thinking Skills,Outcomes of Education,Models,Communities of Practice,Minority Group Students,Low Income Students,Interdisciplinary Approach,Experiential Learning,Inquiry,English (Second Language),Second Language Instruction,Cooperative Learning,Technology Uses in Education,Experimental Schools,Program Design,Faculty Advisers,Teacher Student Relationship,Looping (Teachers),Educational Legislation,School Community Relationship,Inservice Teacher Education,Principals,Instructional Improvement,Learner Engagement,Flexible Scheduling,School Districts,Leadership Training,Active Learning,Student Projects,Internship Programs,Public Schools,Equal Education

Many educators have created successful innovative models but have had difficulty sustaining, re-creating, and scaling these models. Classrooms and schools characterized by student-centered learning practices typically deviate from the norms of transmission teaching and the many structures and procedures that David Tyack and Larry Cuban called the &quot;grammar of schooling.&quot; As a result, these schools have confronted institutional and normative obstacles as they seek to implement and spread high-quality models and practices with fidelity. This study investigates several networks of schools that had successfully instantiated, sustained, and spread progressive educational practices in ways that advance equity and produce greater success for traditionally marginalized students. It then considered the systems and structures that practitioners have used to anticipate and overcome the challenges that often accompany efforts to enact and spread deep changes to teaching and learning. This report examines three school networks, all of which engage students in inquiry-based learning that has resulted in positive outcomes for students, most of whom are students of color from low-income families: (1) Big Picture Learning, which offers an experiential and interest-based learning approach grounded in personalized, transdisciplinary courses of study and workplace learning that typically takes place in internships; (2) The Internationals Network for Public Schools, which serves newcomers with an &quot;activitybased&quot; pedagogical model that features collaborative, inquiry-based learning for English learners who have had widely variable levels of education before coming to the United States; and (3) New Tech Network, which offers a whole school model grounded in interdisciplinary, project-based learning that is technology supported, including resources for both teachers and students to facilitate collaborative learning. [With DeAnna Duncan Grand, Martens Roc, and Peter Ross. For the research brief, see ED603414.]
Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale. Research Brief
Author: Hernández, Laura E.
Date: 2019-10-00
Type: Reports - Research
Subjects: Educational Change,Teaching Methods,Student Centered Learning,Student Centered Curriculum,Disadvantaged Youth,Thinking Skills,Outcomes of Education,Models,Communities of Practice,Minority Group Students,Low Income Students,Interdisciplinary Approach,Experiential Learning,Inquiry,English (Second Language),Second Language Instruction,Cooperative Learning,Technology Uses in Education,Experimental Schools,Program Design,Faculty Advisers,Teacher Student Relationship,Looping (Teachers),Educational Legislation,School Community Relationship,Inservice Teacher Education,Principals,Instructional Improvement,Learner Engagement,Flexible Scheduling,School Districts,Leadership Training,Active Learning,Student Projects,Internship Programs,Public Schools,Equal Education

One of the mysteries of education reform is how leaders and educators can successfully instantiate, sustain, and spread student-centered pedagogical practices from a few schools to many others. Advocates for &quot;deeper learning&quot; grapple with this mystery as they seek to transform teaching and learning to prepare students to meet the demands of the 21st century and to close the opportunity gap between advantaged and disadvantaged groups. While research suggests that deeper learning strategies that support critical thinking and problem-solving can yield improved student outcomes, implementing these strategies is not easy, as they require reimagining school environments and changing traditional approaches to teaching. This brief highlights how three networks of schools engaged in deeper learning have managed this feat. It describes the systems and structures the networks have used to instantiate their equitable deeper learning models in diverse public school settings to serve students in more personalized and productive ways. [For the full report, see ED603413.]
Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce
Author: Gardner, Madelyn
Date: 2019-12-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Childhood Teachers,Preservice Teacher Education,Labor Force Development,Case Studies,Apprenticeships,Educational Policy,Child Caregivers,Undergraduate Students,Child Development,Financial Support,Coaching (Performance),Community Colleges,Theory Practice Relationship,Curriculum Development,Mentors,Student Teaching,Practicums,Teacher Certification

A number of states are considering policy proposals to update credential or degree requirements for early educators. Practitioners, policy experts, and researchers have expressed concern, however, that well-intentioned policies to raise educator qualifications without sufficient supports may have negative consequences for the adequacy; stability; and racial, ethnic, cultural, and linguistic diversity of the early childhood education (ECE) workforce and may result in a shortage of educators. Early educators enrolled in higher education often encounter challenges paying for school and balancing school, work, and family commitments. Higher education processes and systems are complex and difficult for educators to efficiently navigate. In many states, educator qualifications vary by ECE program and are not based on a coherent career ladder, creating barriers for educators seeking to advance. College students of color and students from low-income households are disproportionately likely to encounter these challenges. Furthermore, many of the programs in which educators enroll do not focus specifically on preparing students for teaching, and many do not require supervised student teaching despite broad acceptance of clinical practice as an element of high-quality teacher preparation. This report offers practitioners and policymakers an opportunity to learn from promising programs that recruit and prepare diverse cohorts of educators to teach in programs serving children birth to age 5 in California--a state that is actively considering investments to develop its ECE workforce. It provides case studies of three distinct approaches to early educator preparation that offer innovative, affordable pathways to preparation for diverse candidates: the Family Child Care Apprenticeship program; the Education/Child Development Program at Skyline College, a traditional community college; and EDvance, a pathway preparation program at San Francisco State University that supports students earning a B.A. in ECE. The report identifies shared features of these approaches and, building on insights from policies enacted at scale in New Jersey that supported similar initiatives, outlines recommendations for policies to better support the ECE workforce and ultimately strengthen early learning systems. [For the research brief, see ED603416.]
Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce. Research Brief
Author: Gardner, Madelyn
Date: 2019-12-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Childhood Teachers,Preservice Teacher Education,Labor Force Development,Case Studies,Educational Policy,Apprenticeships,Community Colleges,Theory Practice Relationship,Child Caregivers,Undergraduate Students,Child Development,Teacher Certification

High-quality early childhood education (ECE) begins with well-prepared, highly qualified educators. This brief offers practitioners and policymakers an opportunity to learn from promising programs that recruit and prepare racially, ethnically, culturally, and linguistically diverse cohorts of educators to teach in programs serving children birth to age 5. It provides case studies of three distinct approaches to early educator preparation that offer innovative, affordable pathways for candidates who reflect the communities they serve, and it identifies their shared features. Building on insights from policies enacted at scale in New Jersey that supported similar initiatives, this brief provides recommendations for policies to better support the ECE workforce and strengthen early learning systems. [For the full report, see ED603415.]
Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce in California. Research Brief
Author: Gardner, Madelyn
Date: 2019-01-16
Type: Reports - Research
Subjects: Early Childhood Education,Early Childhood Teachers,Teacher Education Programs,Educational Policy,Labor Force Development,Child Care Centers,Apprenticeships,Family Environment,Child Development,Community Colleges,Bachelors Degrees,Experiential Learning,Teacher Certification

High-quality early childhood education (ECE) begins with well-prepared, highly qualified educators. This brief offers practitioners and policymakers an opportunity to learn from promising programs that recruit and prepare racially, ethnically, culturally, and linguistically diverse cohorts of educators to teach in programs serving children birth to age 5 in California--a state that is actively considering investments to further develop its ECE workforce. It provides case studies of three distinct approaches to early educator preparation that offer innovative, affordable pathways for candidates who reflect the communities they serve and identifies their shared features. Building on insights from policies enacted at scale in New Jersey that supported similar initiatives, this brief provides recommendations for policies to better support California's ECE workforce and strengthen its early learning system. [Report originally published December 10, 2019. Document last revised January 16, 2020. For the full report, &quot;Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce,&quot; see ED603415.]
Innovation Spotlights: Nine Dimensions for Supporting Powerful STEM Learning with Technology
Author: Department of Education (ED), Office of Educational Technology
Date: 2019-00-00
Type: Information Analyses
Subjects: STEM Education,Educational Technology,Technology Uses in Education,Teaching Methods,Skill Development,Elementary Secondary Education,Cooperation,Thinking Skills,Science Process Skills,Feedback (Response),Design,Computation,Evaluation Methods,Student Projects,Interdisciplinary Approach,Models,Evidence Based Practice

To help teachers implement new, research-based approaches for leveraging technology to improve science, technology, engineering and mathematics (STEM) learning, a systematic review of the research literature on the impact of integrating innovative digital technology in STEM and computer science curricula and classrooms was conducted. For purposes of the review, this report defined digital technology broadly to include various forms of computing devices and software applications, including sensors connected to computing devices, digital immersive environments, cellular devices and mobile applications, as well as collaborative technologies. The research review identified nine dimensions of effective STEM learning practices enabled by technology, which are described in this report. The purpose of the STEM spotlights is not to advocate for technology for its own sake, but rather to illustrate meaningful, research-based STEM learning experiences that can be supported with digital tools in classrooms across the country. An appendix provides additional detail on the methodology used for the research review.
Internationals Network for Public Schools: A Deeper Learning Approach to Supporting English Learners. Deeper Learning Networks Series
Author: Roc, Martens
Date: 2019-10-02
Type: Reports - Descriptive
Subjects: English Language Learners,Public Schools,Networks,Secondary School Students,Immigrants,Student Needs,Student Diversity,Bilingual Students,Program Effectiveness,Cooperative Planning,Partnerships in Education,Teaching Methods,Performance Based Assessment,Teamwork,School Culture,Leadership Qualities,Professional Development,Competence,Sustainability

All too often in U.S. schools, English learners are segregated into classrooms that are on the margins of our educational system. In these learning spaces, English learners are often asked to engage with remedial content and face low expectations. Whereas some schools seemingly maintain limited goals and expectations for English learners, the Internationals Network for Public Schools sees potential and has high expectations. Internationals is a network of 27 schools situated within public school districts across the nation that serves secondary students who are recent immigrants and English learners. To meet these expectations, Internationals has developed a school model that emphasizes rigorous academics, linguistic dignity, and bilingualism. Internationals' students are further supported by school structures that address their social and emotional needs, including regular access to social workers, counselors, and wraparound services. This report highlights how Internationals has managed to re-create, sustain, and spread its complex and equity-oriented model across the country, even in the face of the challenges that arise when seeking to create substantive changes to teaching and learning. The report begins with a description of the network's model and how it designs schools with structures--such as mixed-age classes, teaching looping, interdisciplinary team collaboration, and advisories--to bring its vision and commitments to life. In addition, it identifies the systems and structures that have enabled Internationals to re-create its model in a high-quality manner. The report suggests that: (1) Internationals works collaboratively with local practitioners to establish its schools, helping ensure that its deeper learning model is feasible and sustainable; (2) Internationals cultivates a culture of professional learning in which teachers and leaders learn about and experience Internationals' model and hone their abilities to implement the model in collaborative and ongoing ways; and (3) Internationals partners with school districts and external partners to deepen and sustain local investment, to expand the network's approach, and to further develop teacher capacity.
Study of &quot;Imagine Language &amp; Literacy&quot; in Grades K-2
Author: Weston-Sementelli, Jennifer L.
Date: 2020-01-00
Type: Reports - Research
Subjects: Case Studies,Correlation,Program Implementation,Academic Achievement,Literacy Education,Elementary School Students,Kindergarten,Grade 1,Grade 2,Emergent Literacy,Reading Fluency,Reading Tests,Scores,Language Acquisition,Program Descriptions,Scheduling,Teacher Attitudes,Administrator Attitudes,Achievement Gains,Program Effectiveness,Teaching Methods,Race,Ethnicity,Gender Differences,Faculty Development,Language Skills,Reading Comprehension,Native Language,Individualized Instruction,Elementary Secondary Education,Educational Legislation,Federal Legislation,English Instruction,Student Characteristics,English Language Learners,Special Education,Minority Group Students

RMC Research used a case study approach to document implementation of &quot;Imagine Language &amp; Literacy&quot; and a correlational design to examine the relationship between student program usage and student academic achievement outcomes for students in grades K-2. &quot;Imagine Language &amp; Literacy&quot; is a digital education program targeting literacy skills developed by Imagine Learning. The study was conducted during the 2018/19 academic year at eight schools in two school districts in the Southeastern United States. The case study approach involved interviews with administrators, focus groups with teachers, and observations of &quot;Imagine Language &amp; Literacy&quot; in six schools to gather detailed information about implementation. For all study schools, RMC Research and Imagine Learning collected usage data and administrative data including demographic information and scores on the formative Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next assessment for all students in grades K-2 to examine the relationship between student program usage and student academic achievement. Findings focus on implementation factors and the relationship between the amount of instruction received in &quot;Imagine Language &amp; Literacy&quot; and spring DIBELS Next scores. Teachers and administrators reported that the professional development provided by Imagine Learning was sufficient to begin implementation and that students enjoyed engaging with the program. Due to technology and scheduling difficulties, fewer than 60% of students in each grade level participated for the recommended number of minutes per week. Extent of participation in &quot;Imagine Language &amp; Literacy&quot; was related to performance on the DIBELS Next assessment for students in kindergarten and grade 1 with an increase of 125 (grade 1) to 167 (kindergarten) total minutes of participation associated with a one-point increase on DIBELS Next scores. No relationship was found between level of participation and DIBELS Next scores for students in grade 2. [The report was prepared for Imagine Learning.]
Development and Initial Field Test of the 2016 K-TEEM (Knowledge for Teaching Early Elementary Mathematics) Test. Research Report No. 2019-01
Author: Schoen, Robert C.
Date: 2019-10-00
Type: Reports - Research
Subjects: Test Construction,Elementary School Mathematics,Elementary School Teachers,Knowledge Base for Teaching,Primary Education,Test Items,Difficulty Level,Scoring,Faculty Development,Program Effectiveness,Error of Measurement,Test Reliability,Pedagogical Content Knowledge

The &quot;2016 Knowledge for Teaching Early Elementary Mathematics&quot; (2016 K-TEEM) test measures teachers' mathematical knowledge for teaching early elementary mathematics. The 2016 K-TEEM is the third version of the K-TEEM (Schoen, Bray, Wolfe, Tazaz, &amp; Nielsen, 2017). In this report, we present results of the first large-scale field test of the 2016 K-TEEM test with 383 practicing educators. The report contains information about the development process used for the test, a description of the sample, descriptions of the procedures used for data entry, scoring of responses, and analysis of data, recommended scoring procedures, and findings regarding the distribution of test scores, standard error of measurement, reliability estimates, and suggestion for additional validation efforts to be conducted in the future.