ethanporcaro/eric-fulltext-meta huggingface dataset:
Any Given Child Creative Learning Initiative: Results from the August 2013 Creative Learning Workshop Survey. Publication Number # 13.13RB
Author: Wang, Crystal
Date: 2013-11-00
Type: Reports - Research
Subjects: Faculty Development,Art Education,Creative Activities,School Districts,Teacher Workshops,Teacher Attitudes,Facilitators (Individuals),Educational Strategies,Elementary School Teachers,Teaching Methods,Middle School Teachers,High School Teachers

The Creative Learning Professional Development Workshop Survey, administered in August 2013, was designed to gather participants' feedback about the arts-based instruction workshop, the facilitators, and participants' plans to use the strategies taught during the workshop. Staff from the McCallum and Travis vertical teams participated in the Any Given Child Creative Learning Initiative workshop and survey. [The Creative Learning Initiative is made possible through the collaboration of MINDPOP, The City of Austin, Austin Independent School District, and The Kennedy Center. For &quot;Any Given Child Creative Learning Initiative: Results November 2013 Creative Learning Initiative Survey. Publication Number # 13.20RB,&quot; see ED626117.]
Technology to Guide Data-Driven Intervention Decisions: Effects on Language Growth of Young Children at Risk for Language Delay
Author: Buzhardt, Jay
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Analysis,Decision Making,Special Education,Infants,Toddlers,Comparative Analysis,Response to Intervention,Disadvantaged Youth,Preschool Education,At Risk Persons,Language Impairments,Delayed Speech,Language Acquisition,Parent Child Relationship,Standardized Tests,Formative Evaluation,Measures (Individuals),Communication Skills,Home Visits,Web Sites,Educational Strategies

Data-driven decision making (DDDM) helps educators identify children not responding to intervention, individualize instruction, and monitor response to intervention in multitiered systems of support (MTSS). More prevalent in K-12 special education, MTSS practices are emerging in early childhood. In previous reports, we described the Making Online Decisions (MOD) web application to guide DDDM for educators serving families with infants and toddlers in Early Head Start home-visiting programs. Findings from randomized control trials indicated that children at risk for language delay achieved significantly larger growth on the Early Communication Indicator formative language measure if their home visitors used the MOD to guide DDDM, compared to children whose home visitors were self-guided in their DDDM. Here, we describe findings from a randomized control trial indicating that these superior MOD effects extend to children's language growth on standardized, norm-referenced language outcomes administered by assessors who were blind to condition and that parents' use of language promotion strategies at home mediated these effects. Implications and limitations are discussed. [This article was published in &quot;Exceptional Children&quot; (EJ1273994).]
Helping Underserved Students at Higher Performing iPASS Colleges: An Exploration of Support Practices. Report
Author: Kalamkarian, Hoori Santikian
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Blacks,African American Students,Hispanic American Students,Low Income Students,Academic Advising,College Environment,Political Attitudes,Equal Education,Race,Social Justice,Social Support Groups,Classroom Environment,Educational Practices,Educational Change,School Effectiveness,Academic Achievement

Good advising and support services are instrumental in helping college students--especially Black, Latinx, and low-income learners--stay in school and complete a college credential. The authors of this report analyzed KPI (key performance indicator) data from iPASS institutions and chose five colleges with comparatively strong outcomes among underserved student groups for further study, with the aim of gaining a deeper understanding of how the colleges provide advising and student support both inside and outside of the classroom. The authors describe how the climate of the colleges affects student experiences, and examine practices the colleges have been undertaking to improve outcomes and prioritize equity across racial and socioeconomic subgroups. The authors also detail situational factors, including the pandemic and the fraught political climate at the time of data collection, that their research suggests may have both catalyzed efforts to promote racial equity and slowed progress in improving supports aimed at underserved students. The report is accompanied by a standalone resource guide that describes and provides hyperlinks to useful relevant resources at each of the five colleges. [For the resource guide, see ED626122.]
Helping Underserved Students at Higher Performing iPASS Colleges: An Exploration of Support Practices. Resource Guide
Author: Columbia University, Community College Research Center (CCRC)
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: College Students,Minority Group Students,Low Income Students,Academic Advising,Social Support Groups,Academic Support Services,College Environment,Outcomes of Education,Equal Education,Blacks,African American Students,Hispanic American Students,Educational Practices,Academic Persistence,Success

This resource guide is a companion to the report, &quot;Helping Underserved Students at Higher Performing iPASS Colleges: An Exploration of Support Practices.&quot; The report details how Black, Latinx, and low-income students are supported at five institutions that participated in the study. This guide describes and provides hyperlinks to useful relevant resources at each of the institutions, many of which are referenced in the report. The resources are organized by institution and categorized as student-facing support services or tools intended to support faculty in developing inclusive classroom environments. Colleges exploring innovative practices to better support Black, Latinx, and low-income students may find it useful to examine the resources listed in this guide. [For the full report, see ED626120.]
Spring 2022 NSCAS Growth: ELA, Mathematics, and Science Technical Report
Author: Nebraska Department of Education
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: English,Language Arts,Student Centered Learning,Mathematics Tests,Language Tests,Elementary School Students,Middle School Students,College Readiness,Career Readiness,State Standards,Achievement Tests,Educational Planning,Mathematics Achievement,Science Achievement,State Departments of Education,Psychological Testing,Test Construction,Test Validity,Test Reliability,Testing,Psychometrics,Standard Setting,Scoring,Achievement Gains,Test Results

In Winter 2021-2022, the Nebraska Student-Centered Assessment System (NSCAS) assessments are administered in ELA and mathematics in Grades 3-8. In Spring 2021-2022, the NSCAS assessments are administered in English language arts (ELA) and mathematics in Grades 3-8 and in science in Grades 5 and 8. The purposes of the NSCAS assessments are to measure and report Nebraska students' depth of achievement regarding the Nebraska College and Career Ready Standards; to report if student achievement is sufficient academic proficiency to be on track for achieving college readiness; to measure students' annual progress toward college and career readiness; to inform teachers how student thinking differs along different areas of the scale as represented by the range achievement level descriptors (RALDs) as information to support instructional planning; and to assess students' construct-relevant achievement in ELA, mathematics, and science for all students and subgroups of students. This technical report documents the processes and procedures implemented to support the 2021-2022 Nebraska Student-Centered Assessment System (NSCAS) Growth in English language arts (ELA), mathematics, and science assessments by NWEA® under the supervision of the Nebraska Department of Education (NDE). The technical report shows how the processes, methods applied, and results relate to the issues of validity and reliability and to the Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, &amp; National Council on Measurement in Education, 2014).
Ad Hoc Request: Austin ISD Seniors Who Met Specific College-Ready Criteria, 2012-2013. DRE Publication 13.11 RB
Author: Neal, Micki
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: High School Seniors,College Readiness,School Districts,Reading Achievement,Mathematics Achievement

This report provides the percentage of AISD high school seniors who met specific college-ready criteria in 2012-2013.
Peabody Results, by Vertical Team. Fall 2013. DRE Publication 13.15RB
Author: Ibanez, Natalia
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Vocabulary,Intelligence Tests,Verbal Ability,Test Results,Preschool Children,Kindergarten,School Districts,English Language Learners,Scores

Each year in the fall and spring semesters, the Peabody Picture Vocabulary Test and the Test de Vocabulario en Imágenes are administered to a sample of pre-K students in AISD. The following report provides Fall 2013 results for each vertical team of schools.
Progress toward an Early Social Indicator for Infants and Toddlers
Author: Greenwood, Charles R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Infants,Toddlers,Social Indicators,Child Development,Social Development,Early Childhood Education,Interpersonal Competence,Peer Relationship,Play,Adults,Interaction,Nonverbal Communication,Verbal Communication,Social Behavior,Child Behavior,Individual Characteristics,Language Usage,Language Skills,Measurement,Feasibility Studies,Sustainability,Coding,Individualized Family Service Plans,Disabilities,Test Validity

Measures of young children's social development are needed in the MultiTier System of Supports (MTSS) approach to early childhood. In 2004, we reported initial development of an observational measure of infants' and toddlers' social skills designed for early educators, the Early Social Indicator (ESI). Here, we report preliminary findings on the ESI's feasibility, sustainability, and sensitivity to growth in social engagement based on a large, multiyear sample of children in one early childhood program that agreed to pilot the measure. Results indicated that ESI use by program staff was sustained over a 5-year period. Program staff were reliable coding a range of children's positive and negative nonverbal and verbal social skills. However, staff were not reliable when coding the target of a child's social response when it was not the Adult play partner (i.e., the Peer, or Nondirected target). Results documented sensitivity to growth over time, dynamic patterns of change within and across key skills consistent with the typical course of social development, and moderation by children's home language and Individual Family Service Plan (IFSP) status. Implications are discussed. [This article was published in &quot;Journal of Early Intervention&quot; (EJ1293808).]
Middle School Spanish Dual Language Program: Need, Capacity, and Interest. DRE Publication 12.46
Author: Brunner, Josie
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Spanish,Immersion Programs,Bilingual Education,English Language Learners,Geographic Regions,Immigrants,Academic Achievement,Parent Attitudes,Needs Assessment,English (Second Language),Second Language Learning,School Districts,Middle Schools

This report suggests potential program sites for the middle school dual language program based on student needs, campus capacity, and parental and staff interest.
Cultural Proficiency and Inclusiveness Update, 2011-2012 to 2013-2014. DRE Publication # 13.19RB
Author: Lamb, Lindsay M.
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Cultural Awareness,Inclusion,Teacher Attitudes,Educational Environment,Culturally Relevant Education,Administrator Attitudes,Attitude Change,Leadership,School Policy,School Personnel,Student Diversity,School Districts,Elementary Secondary Education

To improve the work environment for all staff and the campus environment for all students, AISD began the Cultural Proficiency &amp; Inclusiveness initiative. Read more about AISD staff members' attitudes toward concepts integral to the initiative.
The Effect of Using Field Trips for EFL Primary Stage Students on Developing Empathy and English Fluency
Author: Afifi Nasr, Tomader Abdel Rasheed
Date: 2022-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Elementary School Students,English Language Learners,English (Second Language),Field Trips,Empathy,Language Fluency,Skill Development,Grade 6,Critical Thinking,Thinking Skills,Problem Solving,Cooperation,Peer Relationship,Teacher Student Relationship,Metacognition,Interpersonal Competence

This study aimed to investigate the effect of field trips in the Primary stage on developing empathy and English language fluency. The researcher reviewed the literature for EFL fluency related to field trips and then designed a component list as a baseline for a pre-posttest, and a rubric for measuring the students' performance through field trips and the empathy quotient of the students. The participants were 6th -grade students in al Hoda international school, aged 11-12 years old, and the researcher adopted the quasi-experimental study design. Data were collected and analyzed quantitatively and qualitatively. Findings showed a higher level of empathy and English language fluency. Post-treatment results illustrated authentic real-life experiences that affected both empathy and the EFL fluency of the students. The three variables were harmoniously connected to develop the learners academically and emotionally. Field trips broadened the students' minds, and empowered their abilities in critical thinking, analysis, collaboration, and problem-solving. Field trips also increased the flow of their language, and strengthened their relationships with each other and their teachers. Moreover, field trips increased the learners' self-awareness and social awareness through their contact with others.
Teaching Coffee Culture and the Coffee Museums in ESL and ESP Classes
Author: Yagcioglu, Ozlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Background,Heritage Education,Museums,Second Language Learning,English for Special Purposes,Class Activities

Turkish coffee is accepted as a Turkish cultural heritage. It was placed on the Representative List of the Intangible Cultural Heritage of Humanity in 2013 by the United Nations. Drinking coffee is one of the oldest traditions and customs in most countries in the world. Every country in the world has its own coffee culture and tradition. In Turkey, drinking coffee and welcoming guests with coffee have been a very well-known tradition for a very long time. Even in small villages and small towns in Turkey, Turkish people love drinking coffee and preparing coffee for their guests and neighbours in their houses or in their gardens. Employers also enjoy drinking coffee with their staff or with their customers. This tradition and custom have been going on in our country and in our hometowns for ages. Drinking coffee makes people more sociable and talkative while spending time with their relatives, friends, neighbours, or colleagues. There are also health benefits of drinking coffee and Turkish coffee. This study deals with teaching coffee culture and the coffee museums in the world. Students can learn many different kinds of adjectives, adverbs, nouns, idioms, and proverbs that are related to these museums in the world. Some of these words, idioms, and proverbs will be given. Sample classroom activities will be shared. [Paper presented at the International Conference on Language, Education and Culture (2nd, Istanbul, Turkey, Jun 27, 2019).]
2014 TELL AISD Staff Working Conditions Survey. District Report. DRE Publication #13.29
Author: Austin Independent School District (AISD)
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: School Districts,Work Environment,Teaching Conditions,Teacher Surveys,Teacher Attitudes,Academic Achievement,Teacher Persistence,Classroom Techniques,Faculty Development,Educational Practices,Beginning Teachers,Collegiality,Teacher Administrator Relationship,Instructional Leadership,Time Management,Instructional Materials,Educational Facilities,Academic Standards

The Teaching, Empowering, Leading and Learning (TELL) AISD Survey is a unique opportunity to gather information about school conditions from those whose views matter most--practicing educators. This report is for the 2013-2014 school year.
Creative Learning Initiative: Summary Findings of Elementary School Arts Inventory, 2013-2014. Publication Number #13.30a RB
Author: Wang, Crystal
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Art Education,Creative Activities,Fine Arts,After School Programs,Exhibits,Educational Opportunities,School Districts,Elementary School Students,School Community Relationship,Sequential Learning,Music Education,Visual Arts,Theater Arts,Instructional Program Divisions

This report describes the implementation of arts-based instruction during in-school and out-of-school times. Specifically, it summarizes the results of four components of the inventory: (a) sequential fine arts instruction during school, (b) community arts experiences during school, (c) out-of-school time arts opportunities on campus, and (d) opportunities for students to publicly perform or exhibit in each art form.
Changing Landscape of Mental Health Needs of West Virginia&apos;s Students
Author: Brookes, S. J.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Mental Health,Health Needs,Elementary School Students,Secondary School Students,Supply and Demand,Labor Market

In West Virginia mental health woes are fueled by social problems and a shortage of providers. West Virginia has one of the nation's highest rates of deaths of despair: fatalities attributed to suicide, drug overdoses, and alcohol-related disease. This infographic highlights the problems and possible solutions of the mental health needs of West Virginia students.
Summary of the American Institutes for Research (AIR)&apos;s Report on Social Emotional Learning (SEL) in the Austin Independent School District (AISD), 2013. DRE Publication 13.33 RB
Author: Lamb, Lindsay M.
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,School Districts,Program Effectiveness,Program Implementation,Scores,Student Attitudes,Teacher Attitudes,Student Improvement

This report summarizes findings from AIR's 2013 report analyzing the effectiveness of AISD's implementation of SEL. Five major findings of the 2013 AIR report are presented, along with additional considerations.
Supporting the Mental Health Needs of West Virginia&apos;s Students
Author: Brookes, S. J.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Secondary School Students,Mental Health,Student Needs,Federal Aid,Labor Needs,Psychiatry,Mental Health Workers,Counselors,School Psychologists,Social Work,Caseworkers,Multi Tiered Systems of Support,Prevention,Crisis Intervention,Alignment (Education)

With approximately $1.2 billion allocated to K-12 education through pandemic funding, West Virginia has the opportunity to utilize those dollars over the next 3 years to benefit its children. This infographic highlights the problems and possible solutions of supporting the mental health needs of West Virginia students.
Postsecondary Enrollment for 2012 Graduates: Austin Independent School District. DRE Publication #13.34 RB
Author: Neal, Micki
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: School Districts,Enrollment Trends,College Attendance,Trend Analysis,Educational Trends,Two Year Colleges,Universities,Institutional Characteristics,State Universities,Student Characteristics,Race,Ethnicity,Gender Differences,High Schools,Special Education,Limited English Speaking,Socioeconomic Status,Vocational Education,Mathematics Achievement,Grade Point Average,Attendance,Student Attitudes,High School Graduates,Academic Aspiration,Student Financial Aid,College Applicants

Since 2003, Austin Independent School District's (AISD) postsecondary enrollment has increased incrementally. Over the years, the percentages of students enrolling in 2-year institutions appear to account for the overall increase in postsecondary enrollment. After the upward tick in postsecondary enrollment for the Class of 2011, enrollment declined for the Class of 2012. AISD figures paralleled national trends, as overall college enrollment rates dropped from 68.3% for the Class of 2011 to 66.2% for the Class of 2012.
AISD REACH Program Update: 2013-2014 Participant Feedback. DRE Report # 13.39
Author: Courtemanche, Marie
Date: 2014-07-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,Program Effectiveness,Compensation (Remuneration),Teacher Attitudes,Student Educational Objectives,Feedback (Response),Reflective Teaching,Teacher Persistence,Performance Based Assessment,Peer Evaluation,Observation,Teacher Evaluation

A total of 620 staff from all 38 REACH schools responded to the Spring survey and 149 staff at the 18 newest REACH schools attended focus groups to provide their thoughts about specific aspects of AISD REACH. Results are summarized in this report.
Report on the National Quality Framework &amp; Regulatory Burden - [Wave I]
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Early Childhood Education,Child Care,Educational Administration,Administrator Attitudes,Educational Improvement,Compliance (Legal),National Standards,Program Evaluation,Program Improvement,Educational Quality,Child Caregivers,Caregiver Attitudes

The National Quality Framework (NQF) was introduced to improve the quality of Australia's early childhood education and care and outside school hours care services. One goal of the NQF was to reduce unnecessary compliance burden on children's education and care services through a jointly-governed system of regulation, replacing overlapping regulatory activities by Australian, state and territory governments. The Australian Children's Education and Care Quality Authority (ACECQA) leads and monitors the nationally consistent application of the Education and Care Services National Law, including the NQF, and promotes quality and continuous improvement. ACECQA is required to report regularly on the progress of the implementation of the NQF to the Australian Government and state and territory governments through the Standing Council on School Education and Early Childhood (SCSEEC). This includes reporting on 'the experience of services under the NQF, with respect to the level of regulatory burden.' This is ACECQA's first report on longitudinal research on children's education and care services' perceptions and experiences of administrative burden under the NQF. The report is presented in two parts. Part I contains findings from ACECQA's research on the administrative burden perceived and experienced by education and care services. It was finalised in July 2013. Part II reviews these findings and details actions already in progress and recommendations on what further steps might be taken, without compromising the quality objective, to reduce or eliminate burden associated with those administrative activities identified in the Part I report. The Part II report also identifies where additional support can be provided to the sector for activities that are fundamental to the focus on quality under the NQF, such as quality improvement plans and educational programing.