ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the Impact of Equating Approach on the Parameter and Student Score Stability Using Pre- and Post-Equated Designs in the Post-Pandemic Environment
Author: Tomkowicz, Joanna
Date: 2022-04-23
Type: Speeches/Meeting Papers
Subjects: Equated Scores,Test Items,Evaluation Methods,Pandemics,English Instruction,Language Arts,Mathematics Education,Elementary School Students,Middle School Students,Multiple Choice Tests,Student Evaluation,Scoring,Language Tests,Mathematics Tests

In this study we evaluated the stability of item parameters and student scores, using the pre-equated (pre-pandemic) parameters from Spring 2019 and post-equated (post-pandemic) parameters from Spring 2021 in two calibration and equating designs related to item parameter treatment: re-estimating all anchor parameters (Design 1) and holding the c-parameter fixed for all multiple-choice items (Design 2). The Spring 2021 English Language Arts and Mathematics grades 3 through 8 operational test data from a large-scale testing program were used for this study. It was found that re-estimating item parameters in both Design 1 and Design 2 had little effect on the calibration and equating results, indicating acceptable stability of item parameters re-estimated in the post-pandemic environment. There was little or no difference in the mean scale scores and percentages of students classified in the different performance levels when students were scored using the pre-equated versus post-equated item parameters in Spring 2021. These differences in performance were even smaller when scores obtained in post-equated Design 1 and post-equated Design 2 were compared. When Spring 2021 student performance was compared to the Spring 2019 student performance, a decrease in performance was observed in each grade and content area that could be attributed to the effect of the pandemic and disrupted learning in the 2020-21 school year.
Middle School Competency-Based Grading Initiative: 2018-19 to 2020-21
Author: Bulgakov Cooke, Dina
Date: 2022-06-00
Type: Reports - Research
Subjects: Middle School Students,Competency Based Education,Evaluation Methods,Program Implementation,Grading,Grade Point Average,High School Freshmen,Program Effectiveness,Middle School Teachers,Portfolios (Background Materials),Electronic Publishing,Teacher Attitudes,Student Attitudes,Goal Orientation,Parent Attitudes,Grades (Scholastic)

This report focuses on a competency-based grading initiative at Carroll Middle School. The initiative was implemented from 2018-19 to 2020-21 to address the lack of alignment between report card grades and End-of-Grade (EOG) test results and was designed to ensure consistent delivery of standards-based instruction, formative assessment, and grading. The report addresses changes in stakeholder perceptions over time and describes the instructional approaches used. The results show that while students' and teachers' satisfaction with the grading system improved, some parents remained unsure of how to interpret competency-based grades. Since EOGs were not administered in 2019-20 and results were influenced by low participation rates in 2020-21, we were unable to examine possible proficiency changes during the initiative's implementation. However, we were able to identify Carroll graduates in high school to examine their performance. We compared the grade point averages (GPAs), first quarter grades, and grade 9 retention rates of Carroll Middle School graduates to that of other freshmen in the same high school in Fall 2021. Results show that Carroll graduates did as well as students from other middle schools. These results suggest that Carroll should consider providing more support to parents to build understanding of the standards and grades, discuss ways for parents to support their children's learning in the competency-grading environment, and address parents' concerns about the interpretability of grades. School administrators should continue to support teachers in their competency-based grading efforts.
An Embodied Theory of Transfer of Mathematical Learning
Author: Nathan, Mitchell J.
Date: 2021-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Student Projects,Active Learning,Transfer of Training,Teacher Role,Student Role,Teaching Methods,Prior Learning,Problem Based Learning,Concept Mapping,Cognitive Mapping,Engineering Education,High School Students,High School Teachers,Equations (Mathematics)

We present an embodied theory of transfer as applied to mathematical ideas. Project-based learning (PBL) offers important sites for investigating transfer because students and teachers must track mathematical invariant relations that are embedded in complex settings where knowledge and information is distributed and extended across various materials, symbolic inscriptions, and social interactions. We argue that transfer occurs when learners and teachers establish cohesion of their experiences by mapping modes of perceiving and acting that they successfully used in previous contexts to new contexts. Learners express that cohesion across contexts in a variety of ways, principally through speech, actions, and gestures, including gestural catchments and simulated actions. Students and teachers may engage in several forms of mapping, including explicit analogical mapping, constructing mappings implicitly via relational priming, and mapping relations via conceptual blending. Thus, we theorize that both teachers and students are integral to the transfer process. This embodied theory of transfer can account for near and far transfer, negative transfer, and &quot;false&quot; transfer, in which actors enact modes of perceiving and acting activated by cues that match only at a surface level. Embodied accounts of transfer have implications for educational practice. Some pedagogical approaches, such as concreteness fading, aim to foster and maintain cohesion of mathematical invariant relations. An embodied perspective on transfer can also inform the design of assessments, including both formative and summative assessments. [This chapter was published in: Hohensee, C., Lobato, J. (Eds.), &quot;Transfer of Learning Progressive Perspectives for Mathematics Education and Related Fields,&quot; Research in Mathematics Education, (pp. 27-58). Chaim, Switzerland: Springer.]
Equity in Action: A Long Term Struggle. Equity Dispatch. Special Edition
Author: Scheurich, James
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Equal Education,Conferences (Gatherings),Social Justice,Educational Change,Social Change,Elementary Secondary Education,Racism

This special edition of &quot;Equity Dispatch&quot; highlights the critical call-to-action presented by keynote speaker Dr. James &quot;Jim&quot; Scheurich at the MAP Center's 2018 Equity Leaders Institute (ELI), entitled &quot;Equity in Action: Transforming Education Systems through Democratic, Critical, and Contextual Inquiry.&quot;
A Study on Shared Leadership and Positive Psychological Capitals of Teachers at Primary and Secondary Schools
Author: Çobanoglu, Necati
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Leadership Styles,Psychological Characteristics,Teacher Characteristics,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Likert Scales,Predictor Variables,Teacher Attitudes,Positive Attitudes,Expertise,Trust (Psychology),Resilience (Psychology),Participative Decision Making,Self Efficacy

The purpose of this study was to measure shared leadership and positive psychological capital levels of teachers at schools and to examine the relationship between these two variables. Descriptive survey and relational research models were used in the study. The sample group of the study was comprised of 550 teachers working at primary and secondary schools at the Battalgazi and Yesilyurt central districts of the province of Turkey during the 2017-2018 academic year. The data were acquired via Shared Leadership Scale and Positive Psychological Capital. Descriptive statistics were calculated during the data analysis stage, correlation analysis and regression analysis were used. According to the results of the study, there is a correlation between shared leadership and the positive psychological capitals of teachers at primary and secondary schools. Shared leadership at primary and secondary schools predict the positive psychological capitals of teachers and all its sub-dimensions in a statistically significant manner. It was observed as a result of the study that shared leadership and positive psychological capitals of teachers are at a high level in primary and secondary schools. It was observed that shared leadership at schools increases the positive perspectives of teachers, their expertise, sense of trust, social characteristics, their resolve to struggle against difficulties and their hope for the future. It was observed that creating a school environment based on sharing, supporting the efforts of teachers, including them in decision making processes, ensuring that they effectively contribute to all development and change efforts in the school or the solution stages of a problem as well as working in cooperation to reach the goals of the school are important so that teachers as one of the most important elements of education develop a positive psychology.
Launching a Digital Literacy Accelerator: An Overview and Lessons Learned
Author: Department of Education (ED), Office of Educational Technology
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Digital Literacy,Public Agencies,Federal Government,Educational Technology,Innovation,Skill Development,Elementary Secondary Education,Postsecondary Education,Misconceptions,Dialogs (Language),Citizen Participation,Discourse Communities,Information Literacy,Program Design

Digital technology and social media are rapidly changing the way that citizens consume, create, and share information. Many learners spend significant time each day online, yet they have never received training on how to engage meaningfully with the information they encounter. The country's civic present and future depend on our ability to strengthen learners' digital literacy skills, particularly in relation to combating misinformation and promoting civil discourse in digital spaces. The Office of Educational Technology (OET) at the U.S. Department of Education is actively looking for ways to promote digital literacy. OET believes that one effective way to support digital literacy is through innovative educational technology (edtech). To support the development of these tools, OET--with help from WestEd, a nonpartisan, nonprofit research, development, and service agency--established the Digital Literacy Accelerator (DLA), a project that ran from August 2021 to April 2022. The DLA recruited teams of instructional designers and edtech developers to create and pilot edtech innovations focused on digital literacy. Specifically, the DLA was established to surface innovative edtech ideas and strategies to support middle school, high school, and postsecondary learners in (a) evaluating and combating misinformation and (b) promoting civil discourse in digital spaces. This report, coauthored by OET and WestEd staff, is aimed at agencies interested in supporting edtech or digital literacy accelerators, as well as education leaders interested in supporting strategies to address misinformation.
Children&apos;s Advocacy Centers. In Focus. NCJ 254817
Author: Ryan, Liz
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Child Abuse,Trauma,Trauma Informed Approach,Children,Advocacy,Federal Programs,Clinics,Delinquency Prevention,Victims,Training,Prevention

For young people to learn, grow, and thrive, they must first be safe. In fiscal year 2020, approximately 618,000 children in the United States experienced abuse and neglect, and 1,750 died as a result. The effects of child abuse, which can include failure in school, depression, substance use, or involvement in the justice system, can be mitigated if children receive timely, trauma-informed services. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) supports the work and expansion of children's advocacy centers nationwide. In 2021 alone, the 939 centers served more than 386,000 children--treating victims and investigating and prosecuting cases of child abuse--and trained nearly 2.9 million people on how to prevent child abuse.
Youth Reentry and Family Engagement. In Focus. NCJ 253049
Author: Jones, Chyrl
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Grants,Federal Aid,Reentry Students,Correctional Institutions,Institutionalized Persons,Transitional Programs,Juvenile Justice,Federal Programs,Parents,Family Needs,Parent Child Relationship,Youth Programs

The Second Chance Act authorizes federal grants for comprehensive reentry planning, direct pre- and postrelease services, and sustainable justice system improvements that promote positive youth and family outcomes, reduce recidivism, and increase public safety. This &quot;In Focus&quot; briefly describes two types of Office of Juvenile Justice and Delinquency Prevention (OJJDP) Second Chance Act program grants: (1) youth reentry programs; and (2) correctional facility programs that address the needs of incarcerated parents and their minor children.
Legislative Report on Charter Schools 2020-2021. Statutory Report Series
Author: Wisconsin Department of Public Instruction
Date: 2022-06-07
Type: Reports - Research
Subjects: State Legislation,Educational Legislation,Charter Schools,Institutional Autonomy,School Districts,Virtual Schools,Enrollment,Students with Disabilities,Low Income Students,Program Development,Program Implementation

The Wisconsin Department of Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and DPI on petitions for new charter schools (see Wis. Stat. §115.28 (49)). This report offers the results of the charter school activity survey in the 421 Wisconsin school districts during the 2020-2021 school year. Independent authorizer charter school activity is not included in the survey. This report documents two distinct stages of decision-making regarding new charter school proposals. The first is a &quot;development&quot; decision (previously known as first-level decision) which includes the following: (1) further study of a new charter school; (2) considering participation in a charter consortium; or (3) study of a federal Charter Schools Program grant or subgrant for a new or replicated charter school. The second is an &quot;implementation&quot; decision (previously known as a second-level decision) which is defined as (1) an approved charter contract between the district and the operator of a charter school for a new charter school; (2) an approved written agreement to participate in a consortium; or (3) a signature on a federal Charter Schools Program grant or subgrant for a new or replicated charter school. For the purpose of this definition, petition and proposal can be used interchangeably. The department conducted an electronic survey and personally contacted school district officials to compile the necessary data. One hundred percent of Wisconsin school districts responded to the survey. During the 2020-2021 school year, 25 districts (5.9 percent) reported charter school activity as defined above, including at least one district in 11 of the 12 regional Cooperative Educational Services Agencies (CESA). A breakdown of the activity shows 19 school boards made 24 &quot;development&quot; charter school decisions, and 21 school boards made 24 &quot;implementation&quot; charter school decisions. Of the &quot;development&quot; decisions, 22 of 24 (92 percent) were approved. Of the implementation&quot; decisions, 22 of 24 (92 percent) were approved. [This report was developed by the DPI Charter Schools Team, Parental Education Options. For &quot;Legislative Report on Charter Schools, 2019-2020. Statutory Report Series,&quot; see ED612831.]
Reframing Evidence-Based Policy to Align with the Evidence
Author: Dumont, Kimberly
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Educational Policy,Alignment (Education),Theory Practice Relationship,Research and Development,Policy Formation,Public Policy,Research Utilization

Every year the federal government spends more than $600 billion on grants to fund programs and services in education, social sectors, and health. When deliberating such commitments, policymakers weigh evidence from research, practice, and their own experience while also navigating political pressure, the demands of their constituents, and regulatory constraints. A central tenet of evidence-based policy is that society will be better off when research is used. Recent efforts to increase the use of evidence in policymaking have focused on improving the quality of evidence and on providing incentives to policymakers to allow evidence from research to guide their decisions. Although well intentioned, these efforts often fail to get evidence used in policymaking because they make unrealistic assumptions about how policy decisions are made and how policies are implemented. An emerging body of evidence featuring the social side of evidence use--infrastructure, capacity, relationships, and trust--points the way toward a more nuanced understanding of evidence use. In this essay, the author urges advocates for evidence-based policy to attend to the evidence on getting evidence used, and call on researchers to test new models that take into account the social side of evidence use.
Teaching with Culture in Mind: An Observation and Reflection Tool. Equity Tool
Author: González, Taucia
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Cultural Awareness,Equal Education,Teaching Methods,Learning Processes,Guidelines,Culturally Relevant Education,Educational Practices,Reflection,Classroom Observation Techniques,Classroom Environment,School Culture,Faculty Development,Student Diversity,Cultural Pluralism,Elementary Secondary Education

This &quot;Equity Tool&quot; is designed for teachers that want opportunities to think about culture and what it has to do with teaching and learning. In this tool we briefly theorize what culture is, and what it has to do with teaching and learning. Next, we introduce a useful framework for thinking about cultural practices in schools. Finally, we offer a tool to facilitate the process of teaching with culture in mind.
Advancing Digital Equity for All: Community-Based Recommendations for Developing Effective Digital Equity Plans to Close the Digital Divide and Enable Technology-Empowered Learning
Author: Department of Education (ED), Office of Educational Technology
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Access to Computers,Disadvantaged,Educational Technology,Internet,Community Involvement,Barriers,Elementary Secondary Education,Public Agencies,Federal Government,Education,Change Strategies,Higher Education,Planning

In spring 2022, the U.S. Department of Education's Office of Educational Technology (OET) committed to advancing digital equity through the Digital Equity Education Roundtables (DEER) Initiative. Through DEER, OET hosted a series of national conversations with leaders from community-based organizations, as well as families and learners furthest from digital opportunities. The &quot;Advancing Digital Equity All&quot; resource illuminates insights from these conversation to highlight the barriers faced by learner communities and promising solutions for increasing access to technology for learning. The historic federal investments authorized by the Infrastructure Investment and Jobs Act offer critical opportunities for broadband planning that can identify and equitably address the various availability, affordability, and adoption challenges described. Using this guidance resource as a starting point, it is essential that leaders collaborate with those most impacted by the digital divide to develop comprehensive digital equity plans that outline strategies to meet the needs of learners, their families/caregivers, and communities effectively and sustainably.
Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes
Author: Raley, Sheida K.
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Goal Orientation,Inclusion,Self Determination,Models,Evidence Based Practice,Core Curriculum,Teachers,Special Education Teachers,Coaching (Performance),Program Effectiveness,Students with Disabilities

Implementation supports for teachers can significantly impact the degree to which evidence-based practices are used as intended with secondary students across settings and content areas. The present analysis focused on examining the impact of teacher implementation supports on the goals set by students with and without disabilities engaging in an evidence-based practice designed to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI), in inclusive, secondary classes. While goal setting is central to SDLMI, there is limited research on the impact of teacher implementation supports (i.e., online only versus online + coaching supports) on the content of the goals students choose using the SDLMI, particularly in inclusive, secondary classrooms where students are learning core content. The findings suggested that the vast majority of goals set by students in inclusive, general education classes focused on academic learning and minimal differences across goals set by students with and without disabilities and across teacher implementation support groups. Implications for practice and research are provided.
Student Loans: Education Has Increased Federal Cost Estimates of Direct Loans by Billions Due to Programmatic and Other Changes. Report to Congressional Requesters. GAO-22-105365
Author: Emrey-Arras, Melissa
Date: 2022-07-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Student Loan Programs,Student Financial Aid,Federal Programs,Federal Aid,Paying for College,Costs,Budgets,Loan Repayment,Economic Factors,Computation

Over the last three decades, the Direct Loan program has grown in size and complexity, with almost $1.4 trillion in outstanding federal student loans. The Direct Loan program provides financial assistance to students and their parents to help pay for postsecondary education. The US Government Accountability Office (GAO) was asked to review changes in Education's cost estimates and factors contributing to them. This report examines how and why Education's Direct Loan cost estimates have changed over time. GAO reviewed budget documents and data covering Direct Loans made from fiscal years 1997 through 2021. GAO also conducted a model-based analysis on a hypothetical group of borrowers beginning repayment to demonstrate how changing economic assumptions can affect both repayment plan selection and estimated loan payments. Additionally, GAO interviewed Education budget officials about their process for estimating student loan costs and how these estimates are calculated and documented.