ethanporcaro/eric-fulltext-meta huggingface dataset:
Evolving CASEL&apos;s Approach to Research: The Adoption of the Research-Practice Partnership Model. [Learning Series on Research-Practice Partnerships (RPPs). Brief 1]
Author: Skoog-Hoffman, Ally
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Theory Practice Relationship,Teacher Attitudes,Researchers,Attitudes,Cooperation,Inquiry,Educational Research,Action Research,Social Emotional Learning,Partnerships in Education,Equal Education,Trust (Psychology),Leadership Responsibility,Educational Improvement,Models,Planning,Information Dissemination

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has produced a five-brief series documenting insights from their efforts to understand how educators and researchers can build relationships that support a shared action research agenda around social and emotional learning (SEL). It shares the perspectives of researchers and practitioners on developing and sustaining collaborative inquiry in classrooms, schools, districts, and states. The goal of the series is two-fold: (1) to articulate an overview of CASEL's research-practice agenda and, (2) to explore our learnings at the school, district, and state level about developing research-practice partnerships (RPPs), action research, continuous improvement, and adult SEL capacity. This first brief in the series summarizes CASEL's history of research, describes an evolution of their research approach, and articulates the plan for their Research-Practice Partnerships (RPPs) across school, district, and state levels of the education system.
School-Based Interventions for Middle School Students with Disruptive Behaviors: A Systematic Review of Components and Methodology
Author: Alperin, Alexander
Date: 2021-00-00
Type: Information Analyses
Subjects: Middle School Students,Student Behavior,Behavior Problems,Intervention,Program Effectiveness,Research Methodology,Behavior Modification,Sampling,Student Characteristics,Classroom Environment,Reinforcement,Positive Behavior Supports,Self Management,Skill Development,Peer Influence,Classroom Techniques

This is the first systematic review of the school outcome literature for behavior interventions used with middle school students exhibiting disruptive behaviors. A total of 51 investigations (published between 2000 and 2020) including 6,498 students and 264 implementers were coded on four dimensions (i.e., sample, interventions, methodology, and outcomes). This review examined intervention effects on implementer and student outcomes, yielding small to large positive effects. Strengths of the reviewed studies included the specification of student characteristics, operationalization of implementers' professional development, and assessment of intervention fidelity. Most studies used single-case designs or randomized controlled trial experimental designs to evaluate the effectiveness of the interventions. Weaknesses included an absence of student diagnostic information; lack of data on implementers, attrition, and follow-up; and inadequate use of parent involvement. School practitioners should be mindful of developmental challenges and consider targets and barriers to implementation. Additional large-scale, rigorous experimental designs are warranted. [This is the online version of an article published in &quot;School Psychology Review.&quot;]
Textual Borrowing in Science Summaries: Upper-Elementary and Middle School Students Learning to Write the Language of Science
Author: Qin, Wenjuan
Date: 2021-04-10
Type: Reports - Research
Subjects: Elementary School Students,Middle School Students,Science Education,Writing (Composition),Academic Language,Writing Assignments,Plagiarism,Reading Comprehension,Age Differences,Reading Tests,Writing Skills,Reading Skills

In writing science summaries, student writers frequently borrow language fragments from source texts. While taking a text's ideas verbatim is commonly considered a failure in writers' expected use of their own words or even plagiarism, imitating &quot;linguistic chunks&quot; from skilled speakers is also an effective practice in language development. This study argues for the need to investigate textual borrowing (TB) from a developmental perspective. A total of 956 U.S. upper-elementary and middle school L1 students were administered a reading comprehension test, a written summary task, and a receptive academic language assessment. Multiple indices were generated to capture TB frequency, length, and one particular function of TB (i.e., definitions). Results revealed that 68% of summaries contained at least one incidence of TB. As expected, both TB frequency and length were negatively associated with reading comprehension and academic language skills. However, students in higher grades demonstrated significantly more and longer TB in comparison to their younger counterparts when summarizing the same passage. In addition, the frequency of borrowed word strings and the ratio of definitional borrowing were positively associated with summary writing quality, and the latter association was found to be stronger for students with higher academic language skills. Implications for pedagogy and future research are discussed. [This is the online version of an article published in &quot;Reading and Writing.&quot;]
Content Not Form Predicts Oral Language Comprehension: The Influence of the Medium on Preschoolers&apos; Story Understanding
Author: Neuman, Susan B.
Date: 2017-00-00
Type: Reports - Research
Subjects: Oral Language,Story Reading,Low Income Groups,Disadvantaged Youth,Preschool Education,Comparative Analysis,Reading Aloud to Others,Vocabulary Skills,Listening Comprehension,Task Analysis,Information Technology,Teaching Methods,Prediction,Preschool Children,Emergent Literacy,Intelligence Tests,Verbal Ability,Vocabulary,Story Grammar,Readability Formulas,Readability,Research Assistants,Audio Equipment

The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers' oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers' target words and comprehension of stories. Four digital storybooks were adapted and printed for read-alouds. Children were randomly read two stories on the digital platform, and two by the assessors. Following the story, children completed vocabulary and comprehension tasks, and a brief motivation checklist. We found no significant differences across medium; children comprehended equally well regardless of whether the story was read digitally or in person. However, using repeated ANOVA measures, we found a significant main effect of the story read. This research indicates that the content of the book rather than its form predicts story comprehension. Implications for using digital media in the preschool years are discussed. [This is the online version of an article published in &quot;Reading and Writing.&quot; For the final published version of this article, see EJ1152804.]
Curriculum Reform in the Common Core Era: Evaluating Elementary Math Textbooks across Six U.S. States
Author: Blazar, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Development,Common Core State Standards,Mathematics Materials,Achievement Gains,Textbook Selection,Elementary School Mathematics

Can a school or district improve student achievement simply by switching to a higher quality textbook or curriculum? We conducted the first multi-textbook, multi-state effort to estimate textbook efficacy following widespread adoption of the Common Core State Standards (CCSS) and associated changes in the textbook market. Pooling textbook adoption and student test score data across six geographically and demographically diverse U.S. states, we found little evidence of differences in average achievement gains for schools using different math textbooks. We found some evidence of greater variation in achievement gains among schools using pre-CCSS editions, which may have been more varied in their content than post-CCSS editions because they were written for a broader set of standards. We also found greater variation among schools that had more exposure to a given text. However, these differences were small. Despite considerable interest and attention to textbooks as a low-cost, &quot;silver bullet&quot; intervention for improving student outcomes, we conclude that the adoption of a new textbook or set of curriculum materials, on its own, is unlikely to achieve this goal. [This article was published in &quot;Journal of Policy Analysis and Management&quot; (EJ1268634).]
Prevalence and Prediction of Kindergarten-Transition Difficulties
Author: Jiang, Hui
Date: 2021-00-00
Type: Journal Articles
Subjects: Incidence,Kindergarten,Young Children,Difficulty Level,Gender Differences,Students with Disabilities,Individualized Education Programs,Predictor Variables,Student Adjustment

The transition to formal schooling is a large contextual change, which for many children in U.S. begins with the year of kindergarten. To better understand the challenges of this transition, the present study examines the extent to which children experience transition difficulties in five salient areas: making friends, following schedules, meeting academic demands, working within groups, and being organized. Using a sample of 688 kindergarteners from 45 classrooms, we found that challenges in the transition to kindergarten were prevalent based on teacher report. More than 70% of the children were reported to have difficulty in at least one area, and over 30% of children had challenges in all five areas. Meeting academic demands and being organized were two of the most common challenges kindergarteners experienced. Gender and IEP status consistently predicted transition difficulties, in that boys struggled more than girls, and children with disabilities (on the basis of IEP provision) were more likely to have difficulties than those without IEPs. Overall, this work highlights the need to support children during the transition to kindergarten.
The State of Early Childhood Higher Education in New Jersey: The New Jersey Early Childhood Higher Education Inventory
Author: Kipnis, Fran
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Teacher Education Programs,Educational Quality,Academic Degrees,Educational Objectives,Required Courses,Child Development,Teaching Skills,Course Content,Preschool Education,Primary Education,Infants,Toddlers,Student Teaching,Practicums,Field Experience Programs,Cooperating Teachers,State Standards,Core Curriculum,Higher Education

The Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley, is assisting the New Jersey Council for Young Children (Council) in collecting and analyzing information about the state's early learning professional preparation and development system. The project consists of two phases: a Mapping Phase and a Quality Assessment Phase. As part of the Quality Assessment, the Council asked the CSCCE to investigate the early childhood higher education opportunities available to the state's early learning work force. The Early Childhood Higher Education Inventory (Inventory) was designed to gain a clearer picture of the early childhood offerings in a state's higher education system. The Inventory describes the landscape of the state's early childhood degree programs, focusing on variations in program content, child age-group focus, student field-based learning, and faculty characteristics. This information allows the Council and other stakeholders to identify the gaps and opportunities in the available offerings and to assess the capacity of the higher education system over time. This document presents the Inventory findings. This report begins with a description of the number and types of degree programs across the state, followed by highlights from the Program and Faculty Modules. The Highlights are followed by recommendations for addressing the challenges identified in the findings and for building on promising practices. The appendices describe the Inventory methodology and present supplementary tables for both the Program and Faculty Modules. [For the related report, &quot;Early Childhood Preparation for School Leaders: Lessons from New Jersey Principal Certification Programs,&quot; see ED586372.]
The Promise of Educational Media for Dual Language Learners&apos; L1 and L2 Vocabulary Development
Author: Wong, Kevin M.
Date: 2019-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,Educational Media,English (Second Language),Heritage Education,Teaching Methods,Language of Instruction,Bilingualism,Literacy,Video Technology,Linguistic Theory,Language Proficiency,Transfer of Training,Pretests Posttests,Mandarin Chinese,Language Tests,Receptive Language,Expressive Language,Word Recognition,Preschool Children,Intelligence Tests,Vocabulary,Verbal Ability,Kindergarten,Chinese Americans

In this thesis, I present three related papers that collectively investigate the instructional supports on screen and in the media viewing context that influenced English and heritage language vocabulary knowledge in DLLs. In study 1, I examine how specific pedagogical approaches used in educational media might benefit DLLs. In study 2, I investigate how the overall instructional context for vocabulary learning influence L2 vocabulary in DLLs. In study 3, I examine how the language of instruction in children's programming help DLLs maintain two languages. Findings from these three studies provided an understanding of how various contexts for learning on screens might affect DLL early literacy development.
Learning Vocabulary from Educational Media: The Role of Pedagogical Supports for Low-Income Preschoolers
Author: Neuman, Susan B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Video Technology,Cues,Low Income Groups,Preschool Children,Educational Media,Content Analysis,Learning Processes,Incidence,Attention Control,Teaching Methods,Identification,Prediction,Language Skills,Scores,Emergent Literacy,Intelligence Tests,Vocabulary,Verbal Ability,Screening Tests

This article reports on two studies designed to examine the landscape of online streamed videos, and the features that may support vocabulary learning for low-income preschoolers. In Study 1, we report on a content analysis of 100 top language- and literacy-focused educational media programs streamed from five streaming platforms. Randomly selecting two episodes from each program, we identified the prevalence of vocabulary opportunities, and the pedagogical supports--techniques or features in these media that are designed to orient children to specific vocabulary words. In over the 2,000 scenes coded, we identified two overriding categories of supports: ostensive cues, designed to provide definitional information to children; and attention-directing cues, designed to signal children's attention to a target word. In Study 2, we use eye-tracking technology to examine which of these pedagogical supports might predict children's ability to identify program-specific vocabulary. Results indicated that although ostensive cues predicted overall attention to scenes, attention-directing cues were most effective in directing children to target words and their subsequent word identification. Children with higher language scores were more likely to use these cues to their advantage than their lower language peers. These results may have important implications for designing digital media to enhance children's opportunity to learn vocabulary. [This article was published in &quot;Journal of Educational Psychology&quot; (EJ1201278).]
Learning Renewed: Ten Lessons from the Pandemic
Author: McAleavy, Tony
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Pandemics,COVID-19,Policy Formation,Equal Education,Teacher Collaboration,Leadership Responsibility,Student Evaluation,Student Needs,Well Being,Teachers,Students,Access to Computers,Technological Literacy,Technology Uses in Education,Parent Participation,Community Involvement,Females,Foreign Countries,Governance,School Closing,Online Courses,Blended Learning

The health emergency has stress-tested the education systems. What has been learned from the experience? And how can that be applied to lessons while seeking to ensure that 'building back better' is an evidence-informed undertaking? In this report, the authors identify ten lessons from the crisis of 2020-2021 that should be used to inform planning for the reconstruction of education in the long term: (1) The crisis has reinforced the need for adaptive, agile policymaking; (2) Meeting the equity challenge depends on data, detail and deliberate action; (3) The best external support for teachers comes from other teachers; (4) School leadership matters; (5) Without effective assessment for learning, it is impossible to meet the needs of individual students; (6) Great teaching and learning are not enough: schools need to address the wellbeing of students and teachers; (7) Access to technology is necessary but not sufficient: many teachers urgently need training in digital pedagogy; (8) Technology solutions must be accessible -- and include a no-tech safety net; (9) Parental and community resources must be harnessed to support learning; and (10) Effective support for girls must be prioritised in plans for reopening and learning recovery. The authors arrived at these ten lessons through a thorough global review of a range of sources including policy documents and research findings and through a series of interviews with senior leaders in some of the organisations and programmes featured. [This report was written with Susy Ndaruhutse and Ruth Naylor.]
The State of Early Childhood Higher Education in Rhode Island: The Rhode Island Early Childhood Higher Education Inventory
Author: Austin, Lea J. E.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Course Content,Academic Degrees,Elementary Education,Required Courses,Child Development,Teaching Skills,Infants,Toddlers,Student Teaching,Teacher Certification,Special Education

The Rhode Island Early Learning Council (Council) is engaged in a multi-year planning process to build a coordinated early childhood system. An essential component of this system is access to appropriate early childhood higher education. To assist in this process, the Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley, was asked to investigate early childhood higher education opportunities available to the state's early learning workforce. The Early Childhood Higher Education Inventory (Inventory) was designed to gain a clearer picture of the early childhood offerings in a state's higher education system. This document presents the Inventory findings. The Inventory includes three modules: (1) Mapping Module; (2) Program Module; and (3) Faculty Module. Each of the four colleges offering early childhood degrees in Rhode Island agreed to participate in the Inventory. This report presents highlights from the three modules of the Inventory, followed by recommendations for addressing the challenges identified in the findings and for building on promising practices. The appendices describe the Inventory methodology and present supplementary tables for both the Program and Faculty Modules.
Usability and Feasibility of Data-Based Instruction for Students with Intensive Writing Needs
Author: Poch, Apryl L.
Date: 2020-12-08
Type: Reports - Research
Subjects: Writing Instruction,Teaching Methods,Evidence Based Practice,Writing Difficulties,Faculty Development,Usability,Coaching (Performance),Program Implementation,Access to Information,Instructional Materials,Time Management,Pretests Posttests,Writing Tests,Fidelity

A small proportion of students do not benefit sufficiently from standard intervention protocols, and require more intensive, individualized instruction. Data-Based Instruction (DBI) has a strong evidence base for addressing students' intensive academic needs, yet it is not widely implemented. In this study, we explored the usability and feasibility of a professional development system to support teachers' use of DBI in writing. Data analyzed using a mixed methods design revealed that teachers perceived supports such as coaching as facilitators of DBI implementation, whereas access to materials and external factors such as time conflicts presented challenges. Teachers made statistically significant growth from pre- to posttest on a measure of DBI knowledge and skills, implemented DBI components with fidelity, and reported that time spent on DBI activities decreased each week, supporting its usability and feasibility. Findings suggest that DBI is usable and feasible when teachers are provided ongoing professional development supports. [This paper was published in &quot;Elementary School Journal&quot; Dec 2020 (EJ1283309).]
Career Technical Education and Labor Market Outcomes: Evidence from California Community Colleges
Author: Stevens, Ann Huff
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocational Education,Community Colleges,Outcomes of Education,Income,Occupations,Postsecondary Education,Associate Degrees,Educational Certificates,Individual Characteristics,Gender Differences,Age Differences

Career technical education (CTE) programs at community colleges are increasingly seen as an attractive alternative to four-year colleges, yet little systematic evidence exists on the returns to specific certificates and degrees. We estimate returns to CTE programs using administrative data from the California Community College system linked to earnings records. We employ estimation approaches, including individual fixed effects and individual specific trends, and find average returns to CTE certificate and degrees that range from 14 to 45 percent. The largest returns are for programs in the healthcare sector; estimated returns in non-health related programs range from 15 to 23 percent.
Designing for Learner Variability: Examining the Impact of Research-Based Edtech in the Classroom
Author: Tare, Medha
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Instructional Design,Educational Technology,Program Descriptions,National Surveys,Educational Strategies,Partnerships in Education,Kindergarten,Elementary School Students,Student Characteristics,Evidence Based Practice,Assignments,Reading Instruction,Teacher Attitudes,Teaching Methods,Reading Comprehension,Student Needs,Computer Software

While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students' (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support. [Support for the Digital Promise Global's Learner Variability Project is provided by the Oak Foundation, the Overdeck Family Foundation, and the Chan Zuckerberg Initiative.]