ethanporcaro/eric-fulltext-meta huggingface dataset:
Modifying Education Agency Exercises and Drills in Response to the Pandemic: Protecting Students, Faculty, Staff, and the Whole School Community While Practicing Plans. Coronavirus Disease 2019 (COVID-19): Key Preparedness and Response Considerations. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,COVID-19,Pandemics,Distance Education,School Safety,Public Health,Cooperation,State Departments of Education,School Districts,School Community Relationship,Meetings,Faculty Development,Computer Simulation,Family (Sociological Unit),Drills (Practice),Elementary Secondary Education

The coronavirus disease 2019 (COVID-19) pandemic has presented various challenges for education agencies and their whole school community partners. From creating plans to help ensure continuity of teaching and learning via in-person, virtual, or hybrid models to adjusting plans to help ensure that feeding and food distribution can continue, school safety planning partners have displayed their commitment to safe and supportive learning environments. The COVID-19 pandemic presents new public health and safety requirements that school safety planning partners must consider and plan for in collaboration with education leaders and public health and emergency management partners. This Fact Sheet offers 10 recommendations for modifying exercises (walk-throughs, tabletops, drills, full-scale drills). While there is no &quot;one-size-fits-all&quot; solution to the challenge of ensuring that exercise requirements are met in the midst of the COVID-19 pandemic, these recommendations may be used by education agency planning teams and partners responsible for modifying exercises and drills in response to the pandemic.
The Development of Social Capital among College Faculty: Investigating Teaching-Focused Personal Networks and Instructional Practice. WCER Working Paper No. 2020-9
Author: Benbow, Ross J.
Date: 2020-10-00
Type: Reports - Research
Subjects: College Faculty,Social Capital,Social Networks,Interpersonal Relationship,Teaching Methods,Evidence Based Practice,Teacher Attitudes,Correlation,Interpersonal Communication,Discussion,Faculty Development,Network Analysis,Interaction,STEM Education,Medical Education,Teacher Characteristics,Teacher Competencies,Written Language,Oral Language,Teamwork,Independent Study

Scholars recognize that K-12 teachers' social interactions, particularly within teaching focused relationships, are important to professional development. This is true whether discussions take place in formal or informal settings. Few studies, however, seek to link the teaching-focused relationships of &quot;college faculty&quot; directly to their instructional practice, nor to explore perceptions of what these relationships entail and how they influence teaching at the college level. Using surveys (n=868), interviews (n=83), and a social capital theoretical framework, this mixed-methods social network analysis explores associations between teaching focused &quot;personal networks&quot;--compilations of relationships surrounding individual faculty-- and the use of evidence-based instructional methods. We also explore faculty perceptions of how network interactions shape their teaching. Quantitative results indicate that the size, range, and strength of faculty teaching-focused personal networks positively correlate with the use of evidence-based instructional methods, while qualitative results point to the ways faculty see different kinds of network ties, relational mechanisms and objects, and returns influencing teaching practice.
&quot;One Internship, Two Internships, Three Internships… More!&quot; Exploring the Socioeconomic and Sociocultural Factors of the Multiple Internship Economy. WCER Working Paper No. 2020-11
Author: Wolfgram, Matthew
Date: 2020-12-00
Type: Reports - Research
Subjects: Internship Programs,Socioeconomic Influences,Cultural Influences,College Students,Student Participation,Neoliberalism

Internships are increasingly promoted as a high-impact practice to improve students' post-graduation employment outcomes, and educators and advisors often encourage students to participate in multiple internships. Yet, there is a lack of research on the socioeconomic and sociocultural factors associated with multiple internship participation for college students. We present findings about such demographic and contextual factors of multiple internship participation--drawing on survey responses, focus groups, and one-year follow-up interviews with students at five postsecondary institutions in the United States, along with interviews with educators and advisors at those institutions and an analysis of online documents about multiple internship participation. Analyses of survey data indicate the socioeconomic privileges associated with multiple internship participation; qualitative data document a particular culture of the multiple internship economy, representing multiple internships as a progressive accumulation of value. Based on these findings, we develop a sociocultural theory of multiple internship participation as a project of neoliberal gatekeeping navigation.
Exploring the Foundations of the Future STEM Workforce: K-12 Indicators of Postsecondary STEM Success. Stated Briefly. REL 2016-170
Author: Borman, Trisha
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: STEM Education,Elementary Secondary Education,Postsecondary Education,Literature Reviews,Predictor Variables,Hispanic American Students,Middle Schools,High Schools,Success,Statistical Significance,College Preparation,Student Satisfaction,Parent Participation,Disproportionate Representation,Scores,Academic Achievement,College Entrance Examinations,Course Selection (Students)

Regional Educational Laboratory Southwest conducted this literature review to identify malleable factors that can be measured in K-12 settings and that predict students' postsecondary science, technology, engineering, and math (STEM) success (defined as enrolling in, persisting in, and completing a postsecondary STEM major or degree), particularly for Hispanic students. The review found that courses taken in high school and interest or confidence in STEM were strong predictors of postsecondary STEM success for students of all racial/ethnic subgroups. Yet racial/ethnic minority students were less likely than White students to take the highest level math and science courses, and despite similar levels of STEM interest, racial/ethnic minority students were less likely to achieve postsecondary STEM success. Other indicators of postsecondary STEM success included high school grade point average, class rank, math and science achievement, and SAT or ACT scores. Grades in math and science courses were found to be less predictive of postsecondary STEM success for racial/ethnic minority students than for White students. [For the full report, see ED565641.]
Exploring Making through Mobile Emergent Technologies: Makerspace Education in Rural Communities. WCER Working Paper No. 2021-1
Author: Nixon, Jessie
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Rural Schools,Science Education,STEM Education,High Schools,Thinking Skills,Mentors,Experiential Learning,Informal Education,Partnerships in Education,Community Programs,Program Effectiveness,Manufacturing Industry,School Community Programs,Skill Development,Job Skills,Workshops,Postsecondary Education,Access to Education,Student Interests,Job Training,Two Year Colleges,Vocational Schools,Higher Education,High School Students,Youth Programs,Public Libraries,Communities of Practice,Recruitment,Coding,Teamwork,Facilitators (Individuals)

The Exploring Making Through Mobile Emergent Technologies (EMMET) program sought to disrupt the trajectory from rural high school to factory floor by introducing STEM and computational thinking (STEM+C) skills through mentorship training and hands-on activities involving creative production--often referred to as &quot;making.&quot; The program also bridged the divide between formal school science education and informal opportunities for science learning outside of school--a division that has marginalized young people from science class and devalued everyday science experiences (Stocklmayer et al., 2010). The overall project focused on designing maker experiences, training local high school students as &quot;maker-mentors&quot; for their community, developing partnerships with area community-based organizations, and researching what program participants learn about STEM and computational thinking. The work described in this white paper offers a model for regions with distributed, rural populations to build capacity for young people to develop skills and self-efficacy in STEM+C fields. This paper aims to answer the following questions: (1) How are rural communities impacted by mobile making experiences that involve community mentors as instructors? (2) What do maker-mentors learn as a result of their participation in facilitating mobile making experiences? and (3) What aspects of the community-involved maker experiences are sustained beyond institutional intervention? [This paper was written with contributions from Tim Fetting, Vicki Jeppesen, and Darren Ackley.]
Community-School Connections: Shaping the Future of Learning through Collaboration. Condition of Education in the Commonwealth [2021 Action Guide]
Author: Rennie Center for Education Research and Policy
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Community Relationship,School Closing,Pandemics,COVID-19,Equal Education,Distance Education,Minority Group Students,English Language Learners,State Legislation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Holistic Approach,Partnerships in Education,Charter Schools,Instructional Leadership,Student Attitudes,Parent Participation,Experiential Learning,Program Descriptions,Social Capital,Kindergarten,Preschool Education,Career Exploration,Middle Schools,Intergenerational Programs,School Districts,Community Colleges,Informal Education,Social Emotional Learning,Public Schools,STEM Education,Culturally Relevant Education,Family School Relationship

This year's report examines the critical role community plays in education. Integrating learning that takes place inside and outside of school has always been a powerful strategy to support student success, but it gained special relevance this year, as school closures made family and community members integral parts of students' daily learning. This report provides recommendations for how schools, families, and community organizations can build on their collaboration over the past year to work toward a more equitable approach to education. [For the accompanying Data Dashboard, see ED611697. For the 2020 report, see ED603739.]
2020 Transfer Student Experience Report: How Transfer Students Search for a New Institution to Attend, Based on a Study of 1,100 Transfer Students
Author: Ruffalo Noel Levitz (RNL)
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: College Transfer Students,Student Experience,Transfer Programs,Racial Differences,Planning,Public Colleges,Private Colleges,Two Year Colleges,Decision Making,Access to Information,School Orientation

Transfer students are increasingly important to the enrollment health of colleges and universities. But how do transfer students search for a new institution to attend? The &quot;2020 Transfer Student Experience Report&quot; examines responses from a study of 1,100 current and prospective transfer students. This report discusses the following questions: (1) When do transfer students start their transfer planning? (2) What are the most important factors in their decision to transfer? (3) How easy is it for them to find key information on college websites? and (4) Which resources they use to research institutions? [Research for this report was co-sponsored by: OmniUpdate + Destiny Solutions.]
Center- and Program-Level Factors Associated with Turnover in the Early Childhood Education Workforce. REL 2021-069
Author: Caven, Meg
Date: 2021-03-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Childhood Teachers,Faculty Mobility,Teacher Salaries,Institutional Characteristics,Fringe Benefits,Teacher Characteristics,Student Characteristics,Racial Differences,Teacher Background,Educational Attainment,Experienced Teachers

Staff turnover is a pressing problem in early childhood education. High turnover can create organizational instability and distract from the care and education mandate of early childhood education centers. The Early Childhood Workforce Development Research Alliance of the Regional Educational Laboratory Northeast &amp; Islands wants to better understand the factors associated with turnover in the early childhood educator workforce. Using data from the 2012 National Survey of Early Care and Education, this study found that a low average turnover rate across early childhood education centers obscured systematic variation in turnover patterns across types of centers and programs, with high turnover rates in some types. Higher wages were associated with lower turnover rates across centers. Turnover rates were highest among private-pay centers serving children ages 0-5. Nonwage benefits such as health insurance and retirement benefits and paid time off for professional development were generally unrelated to turnover rates. Educators were also clustered into certain center types based on background characteristics; Black educators and educators with lower educational attainment more likely to work in centers with low wages and high turnover. [For the appendixes, see ED611678; for the study brief, see ED611681; for the study snapshot, see ED611682.]
Center- and Program-Level Factors Associated with Turnover in the Early Childhood Education Workforce. Appendixes. REL 2021-069
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-03-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Childhood Teachers,Faculty Mobility,Teacher Salaries,Institutional Characteristics,Fringe Benefits,Teacher Characteristics,Student Characteristics,Racial Differences,Teacher Background,Educational Attainment,Experienced Teachers

These are the appendixes for the report, &quot;Center- and Program-Level Factors Associated with Turnover in the Early Childhood Education Workforce.&quot; Staff turnover is a pressing problem in early childhood education. High turnover can create organizational instability and distract from the care and education mandate of early childhood education centers. The Early Childhood Workforce Development Research Alliance of the Regional Educational Laboratory Northeast &amp; Islands wants to better understand the factors associated with turnover in the early childhood educator workforce. Two appendixes are included in the document: (1) Methods; and (2) Supporting analyses. [For the full report, see ED611677; for the study brief, see ED611681; for the study snapshot, see ED611682.]
Measuring Civic Readiness: A Review of Survey Scales. REL 2021-068
Author: Tedeschi, Steven E. J.
Date: 2021-04-00
Type: Guides - General
Subjects: Citizen Participation,Readiness,Student Surveys,Political Attitudes,Test Reliability,Test Validity,Test Selection,Test Format,Student Behavior,Personality Traits,Skills,Elementary School Students,Middle School Students,High School Students

This resource supports state and local education agencies in identifying, comparing, and contrasting survey scales that measure a variety of civic readiness categories. It describes the format and structure of survey scales, details the civic readiness categories measured by the scales, and summarizes the reliability and validity evidence associated with the scales.
Center- and Program-Level Factors Associated with Turnover in the Early Childhood Education Workforce. Study Brief. REL 2021-069
Author: Caven, M.
Date: 2021-03-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Childhood Teachers,Faculty Mobility,Teacher Salaries,Institutional Characteristics,Fringe Benefits,Teacher Characteristics,Student Characteristics,Racial Differences,Teacher Background,Educational Attainment,Experienced Teachers

Staff turnover is a pressing problem in early childhood education. High turnover can create organizational instability and distract from the care and education mandate of early childhood education centers. The Early Childhood Workforce Development Research Alliance of the Regional Educational Laboratory Northeast &amp; Islands wants to better understand the factors associated with turnover in the early childhood educator workforce. Using data from the 2012 National Survey of Early Care and Education, this study found that a low average turnover rate across early childhood education centers obscured systematic variation in turnover patterns across types of centers and programs, with high turnover rates in some types. Higher wages were associated with lower turnover rates across centers. Turnover rates were highest among private-pay centers serving children ages 0-5. Nonwage benefits such as health insurance and retirement benefits and paid time off for professional development were generally unrelated to turnover rates. Educators were also clustered into certain center types based on background characteristics; Black educators and educators with lower educational attainment more likely to work in centers with low wages and high turnover. [For the full report, see ED611677; for the appendixes, see ED611678; for the study snapshot, see ED611682.]
Center- and Program-Level Factors Associated with Turnover in the Early Childhood Education Workforce. Study Snapshot. REL 2021-069
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Early Childhood Teachers,Faculty Mobility,Teacher Salaries,Institutional Characteristics,Fringe Benefits,Teacher Characteristics,Student Characteristics

Turnover in the early childhood educator workforce affects the quality of the early childhood education environment and has been linked to weakened language and social development. Turnover also influences school effectiveness, as the academic and financial costs of turnover for student learning and school budgets are considerable. To inform policy and program guidance for early childhood education centers, the Early Childhood Workforce Development Research Alliance of the Regional Educational Laboratory Northeast &amp; Islands wants to learn what factors can influence turnover in the early childhood education workforce, in particular whether center-level factors apart from wages--such as health insurance or retirement benefits and paid time off for professional development--can reduce early childhood educator turnover. This study used center-level data from the 2012 National Survey of Early Care and Education to examine factors associated with turnover in early childhood education centers. [For the full report, see ED611677; for the appendixes, see ED611678; for the study brief, see ED611681.]
The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5. REL 2021-083
Author: Foorman, Barbara R.
Date: 2021-04-00
Type: Reports - Research
Subjects: Elementary School Students,Grade 5,Urban Schools,Outcomes of Education,Reading Instruction,Vocabulary Development,State Standards,Reading Improvement,Reading Achievement,Language Arts,Morphemes,Suffixes,Grammar,Transfer of Training,Instructional Effectiveness,Morphology (Languages),Reading Tests,English Language Learners,School Districts,Poverty

District leaders in a large urban school district in central Florida wanted to examine the efficacy of a new curriculum designed to enhance the word knowledge of grade 5 students so as to improve reading achievement. The new curriculum, called Word Knowledge Instruction (WKI), consists of 15-minute lessons 4 days a week for 20 weeks. The lessons address state standards and cover 20 prefixes and suffixes. Thirty-nine schools participated in the study, with 92 English language arts (ELA) teachers in high-poverty schools randomly assigned within schools either to use WKI or to continue to use their standard ELA curriculum. Classroom observations revealed that WKI was implemented as intended. WKI had a positive effect, equivalent to an increase of 9 percentile points, on students' ability to correctly extract and spell a base word from a derived word, one of the skills explicitly taught by WKI. WKI had no effect on two other related reading skills that were not directly taught by WKI (students' ability to select a nonword that best fits the grammatical context of a sentence or to use knowledge of word parts to infer meaning of new words) or on students' vocabulary or reading scores. These findings suggest that, although students learned what they were explicitly taught, the transferability to related but not directly taught skills might require more intense or longer duration instruction or additional professional development for teachers. [For the study snapshot, see ED611684. For the appendix, see ED611685.]
The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5. Study Snapshot. REL 2021-083
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Grade 5,Urban Schools,Reading Instruction,Instructional Effectiveness,Language Arts,Spelling,Grammar,Reading Tests,Scores,English Language Learners,Vocabulary Development,Reading Comprehension,Transfer of Training

District leaders in a large urban school district in central Florida wanted to test the efficacy of a new curriculum designed to enhance the word knowledge of grade 5 students so as to improve reading achievement. The new curriculum, called Word Knowledge Instruction (WKI), consists of 15-minute lessons taught 4 days a week for 20 weeks. The lessons address state standards and cover 20 prefixes and suffixes. Forty-two schools participated in the study, with 92 English language arts (ELA) teachers in high poverty schools randomly assigned within schools either to use WKI or to continue using their regular ELA instructional materials. Key findings from the study include: (1) WKI had a significant, positive impact on students' ability to correctly extract and spell a base word from a derived word compared with students in the business-as-usual control group; (2) WKI had no impact on any other short-term or long-term outcome measure; (3) The impact of WKI on short-term and long-term outcome measures was comparable for English learner students and non-English learner students; and (4) The key implication is that transferring taught skills to related but not directly taught skills might require more intense or longer duration instruction. [For the full report, see ED611683. For the appendix, see ED611685.]