ethanporcaro/eric-fulltext-meta huggingface dataset:
Resources to Support the Role of Teachers in School Safety Efforts
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Teacher Role,School Safety,Emergency Programs,Resilience (Psychology),Readiness,Resources,First Aid,Students with Disabilities,School Security,Faculty Development,Coping,Natural Disasters,Communicable Diseases,Drug Abuse,Sexual Abuse,Water

This document describes resources to support the role of teachers in school safety efforts. The resources are organized into the following categories: (1) General Resources; (2) Emergency Operations Plan (EOP) Development; (3) Educator Resilience and Self-Care; (4) Hazard- and Threat-Specific; and (5) Youth Preparedness.
Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1-5: A Cohort-Sequential Longitudinal Approach
Author: Scammacca, Nancy
Date: 2020-05-00
Type: Reports - Research
Subjects: Reading Achievement,Mathematics Achievement,Achievement Gap,Elementary School Students,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Skill Development,Growth Models,Socioeconomic Status,Racial Factors

Despite focused efforts, achievement gaps remain a problem in the America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of students' reading and math growth from typical school instruction and how growth differs based on initial proficiency, grade, and demographic characteristics. Data from 5,900 students in Grades 1--5 tested in math and reading at six points across two years were analyzed using cohort-sequential latent growth curve models to determine longitudinal growth patterns. Results indicated that students with low initial proficiency grew more quickly than students with higher proficiency. However, after two school years their achievement remained below average and well below that of students with higher initial proficiency. Demographic characteristics had small but significant effects on initial score and growth rates. [This paper was published in &quot;Journal of Educational Psychology&quot; v112 n4 p718-734 May 2020 (EJ1249849).]
The Role of Technologies to Enhance Pre-Service Teachers&apos; Engagement in an Online Mathematics Education Course
Author: Getenet, Seyum
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Preservice Teachers,Online Courses,Mathematics Education,Learner Engagement,Foreign Countries,Student Attitudes,Cognitive Processes,Student Behavior,Cooperation,Interpersonal Relationship

This study reports part of a larger study that explores three technologies--Padlet, video-embedded quizzes and Google docs and their effectiveness for enhancing pre-service teachers' (PSTs) learning engagement in online mathematics education. The data reported in this study are a survey, learning analytics and observation data. We found that Padlet heightened PSTs' social and collaborative engagement, and these dimensions were further enhanced in Google Docs activities. PST's cognitive engagement was enhanced through adding quizzes based on lecture videos. This study contributes to selecting relevant technologies to enhance PSTs' engagement in online learning in general and in mathematics education more specifically.
Rural Schools: Emergency Management Planning for All Settings. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Rural Schools,Emergency Programs,School Safety,Partnerships in Education,School Security,Cooperative Planning,Risk Assessment,Program Implementation,Community Involvement,Student Participation

Schools have the task of keeping students and staff safe; thus, emergency management planning is critical in rural communities despite the unique circumstances and challenges they may face. &quot;Education Across America: Cities, Suburbs, Towns, and Rural Areas,&quot; a Website released by the National Center for Education Statistics, illuminates the steps that rural schools across the country are taking to prepare for emergencies, including creating emergency operations plans (EOPs) that describe courses of action for scenarios such as active shooter situations, natural hazards, pandemics, and various other incidents. Rural schools are also practicing with their students by conducting exercises, including evacuation and lockdown drills. This fact sheet provides rural school leaders and core planning teams with additional information on how to engage in emergency management planning in collaboration with community partners. The fact sheet also highlights the importance of the rural community at large coming together to support safety, security, emergency management, and preparedness, particularly in rural school settings.
Whole Community Planning: Incorporating Community Events into Emergency Operations Plans and Coordinating with Partners. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Community Involvement,School Community Relationship,Partnerships in Education,Emergency Programs,Higher Education,Elementary Secondary Education,Case Studies,Educational Strategies,Cooperative Planning,Identification,School Safety,Fire Protection

Schools and institutions of higher education (IHEs) are an integral part of their communities; when a community experiences a major emergency event or incident, schools and IHEs in that community are also affected. Comprehensive emergency operations plans (EOPs) should, therefore, consider all threats and hazards that may occur within the building, occur within the community and could also impact the school/campus community, and impact an entire locality or region. This fact sheet is intended for K-12 and higher ed planning and response teams to use to enhance their collaboration and coordination with community partners. It provides strategies for engaging in whole community planning and includes a local case study illustrating an incident within the community that impacted education agencies and lessons learned.
The Silent Reading Hour: First Reader
Author: Buswell, Guy Thomas
Date: 1923-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Materials,Silent Reading,Grade 1

This textbook is a primary-grade reader focusing on silent reading of interesting selections to build control of eye movements that lead to careful silent reading with good comprehension and a long attention span. Silent reading is the complex process of getting thought from the printed page and involves an entirely new pedagogy. In the selection of reading matter, two main purposes have been dominant: first, to provide selections which will so interest the child that he will develop a habit of extensive silent reading; and second, to deal with situations that children actually encounter in real life and that are within the realm of possible rather than fancied experiences.
The Silent Reading Hour: Second Reader
Author: Buswell, Guy Thomas
Date: 1923-00-00
Type: Historical Materials
Subjects: Textbooks,Silent Reading,Reading Materials,Grade 2

This textbook is a primary-grade reader focusing on silent reading of interesting selections to build control of eye movements that lead to careful silent reading with good comprehension and a long attention span. Silent reading is the complex process of getting thought from the printed page and involves an entirely new pedagogy. In the selection of reading matter, two main purposes have been dominant: first, to provide selections which will so interest the child that he will develop a habit of extensive silent reading; and second, to deal with situations that children actually encounter in real life and which are within the realm of possible rather than fancied experiences. [For the First Reader, see ED623739.]
The Silent Reading Hour: Third Reader
Author: Buswell, Guy Thomas
Date: 1923-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Materials,Silent Reading,Grade 3

This textbook is a primary-grade reader focusing on silent reading of interesting selections to build control of eye movements that lead to careful silent reading with good comprehension and a long attention span. Silent reading is the complex process of getting thought from the printed page and involves an entirely new pedagogy. In the selection of reading matter, two main purposes have been dominant: first, to provide selections which will so interest the child that he will develop a habit of extensive silent reading; and second, to deal with situations that children actually encounter in real life and that are within the realm of possible rather than fancied experiences. [For the Second Reader, see ED623740.]
SHEF: State Higher Education Finance, FY 2021. State Capital Appropriations for Public Higher Education, Fiscal Years 2020 and 2021. Issue Brief
Author: Weeden, Dustin
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: State Aid,Higher Education,State Universities,Educational Finance,Data Collection,Correlation,Resource Allocation,Tables (Data),State Policy,Financial Policy,Public Colleges,Financial Support

Capital appropriations are an important but often forgotten component of the public contribution to funding higher education. In fiscal year 2021, nearly $13 billion was appropriated for capital projects at public institutions, representing 11.6% of the total state contribution to higher education. When compared to general operating support and state financial aid programs, there is very little information on public capital appropriations. In an effort to fulfill this data need, SHEEO has started collecting information on total capital appropriations as part of the annual State Higher Education Finance (SHEF) data collection. This issue brief highlights the mandatory and optional data elements that SHEEO is now collecting annually and provides an initial snapshot of the first two years of data. The data show that capital appropriations tend to be more volatile than the rest of state support, to which they are only loosely correlated. These data also show that states use capital appropriations to fund a variety of projects and that these uses change based on the projects funded each year.
SHEF: State Higher Education Finance, FY 2021
Author: Laderman, Sophia
Date: 2022-00-00
Type: Reports - Research
Subjects: State Aid,Educational Finance,Higher Education,Public Policy,Decision Making,Financial Support,Trend Analysis,Tuition,Income,Enrollment Trends,State Policy,Financial Policy,Taxes,Public Colleges,Tables (Data)

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers Association (SHEEO) to broaden understanding of the context and consequences of public policy decisions in each state that contribute to public higher education funding levels and funding distributions across states and nationally. The SHEF report supplies important context and trend analysis to help inform state postsecondary finance policy decisions. SHEF provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recently completed fiscal year. This year's report focuses on fiscal year 2021, which for most states ran from July 1, 2020, through June 30, 2021. [A fully interactive version of this report, with adjustable visualizations and downloadable datasets for all figures and tables, is available at shef.sheeo.org. For the 2020 report, see ED614994.]
SHEF: State Higher Education Finance. State Effort and Capacity to Fund Higher Education: FY 2019 and 2020
Author: Laderman, Sophia
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Enrollment Trends,Educational Finance,State Aid,State Policy,State Universities,Public Colleges,Financial Policy,Financial Support,Comparative Analysis,Federal Government,Tables (Data),Taxes,Higher Education,Resource Allocation

Since 2003, the State Higher Education Executive Officers Association (SHEEO) has produced the annual State Higher Education Finance (SHEF) report to broaden understanding and enable analysis of state-level and national funding and enrollment trends over time. The final section in each SHEF report has focused on the effort and capacity of states to fund higher education. While this information provides valuable state comparisons, publicly available data from the federal government are needed to calculate the state effort and capacity metrics. The federal data lag the SHEF report data by one or two years, making the state effort and capacity section somewhat detached from the rest of the report, as the reporting years have not matched. With the SHEF report's overall expansion for fiscal year 2020, SHEEO has decided to turn the state effort and capacity section into a new, separate report. The State Effort and Capacity to Fund Higher Education report will continue to report the same capacity and effort metrics that were in the SHEF report and should look familiar to long-time SHEF readers. [A fully interactive version of this report, with adjustable visualizations and downloadable datasets for all figures and tables, is available at shef.sheeo.org/state-effort.]
State-Level Program Approval and Review
Author: Venters, Monoka
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Higher Education,State Policy,Resource Allocation,Enrollment Trends,Disproportionate Representation,Minority Group Students,Program Evaluation,Equal Education,Statewide Planning,Governance,Educational Planning,Educational Quality,Governing Boards,State Aid,Program Administration

Statewide higher education governing and coordinating boards have long been involved in academic planning, academic program review, and academic program approval. A detailed analysis of the templates that statewide boards require institutions to use during the program approval and review processes reveals the role these processes play in ensuring academic quality and ensuring that state resources are used wisely. Because most statewide boards are involved in academic program approval and review processes, the boards should take steps to continue to improve their processes. Specifically, statewide boards should ensure that templates exist for both processes and make the templates publicly available to provide transparency. Students often attend an institution to enroll in a specific program, and those programs have a tremendous impact on the likelihood that an individual student will successfully earn a credential. Therefore, individual programs play a key role in diversifying our colleges and universities and addressing existing equity gaps. However, many programs have serious equity gaps by race/ethnicity and gender. Therefore, individual programs ought to have articulated plans for attracting, enrolling, and graduating underrepresented students and other minoritized student populations.
Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction
Author: Fuchs, Lynn S.
Date: 2022-10-00
Type: Reports - Research
Subjects: Elementary School Students,Elementary School Mathematics,Fractions,Intervention,Grade 4,Grade 5,Mathematics Instruction,Computation,Mathematics Skills,Outcomes of Education,Effect Size,Teaching Methods,Achievement Tests,Mathematics Tests,Outcome Measures

This study's 1st purpose was to investigate effects of a 4th- and 5th-grade &quot;next-generation&quot; fraction intervention, which included 6 enhancements over a previously validated fraction intervention, designed to address Career- and College-Readiness standards. The next-generation intervention is referred to as &quot;Super Solvers.&quot; The study's 2nd purpose was to assess effects of the next-generation fraction intervention at follow-up, 1 year after intervention ended. The 3rd purpose was to isolate the effects of 1 of the 6 intervention enhancements: interleaved fraction calculations instruction. Students with intensive intervention needs were randomized to next-generation fraction intervention (&quot;Super Solvers&quot;: SSINT) with blocked calculations instruction (SSINT_B), SSINT with interleaved calculations instruction (SSINT_I), and control. On a mix of proximal and transfer outcomes, SSINT (across) conditions produced strong, significant effects over control at posttest. At follow-up, effect sizes were weaker but remained significant on calculations: g = 1.22. On other measures, follow-up g was 0.39-0.58. The effect of SSINT_I over SSINT_B, although not significant at posttest (g = 0.28), was statistically significant and large at follow-up (g = 0.65), in line with the cognitive science literature showing long-term advantages for interleaved instruction. Results suggest next-generation fraction intervention efficacy for intensive needs students and the importance of interleaved instruction. [This paper will be published in &quot;Exceptional Children.&quot;]
A Call for Translational Research in Embodied Learning in Early Mathematics and Science Education: The ELEMS Project
Author: Way, Jennifer
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Tactual Perception,Mathematics Education,Science Education,Freehand Drawing,Teaching Methods,Nonverbal Communication,Motion,Early Childhood Education,Outcomes of Education

Previous psychological, neuroscientific, and educational research indicates that a focus on individual haptic modes of learning (touch, body movement, gesture, tracing), and on the development of emerging mathematical and scientific drawing, can enhance children's learning in mathematics and science. However, most of these studies have focused on one embodied mode and one piece of content, and many have been laboratory studies with limited ecological validity. Though less numerous, educational studies in classroom settings have confirmed the potential of particular haptic-mode strategies to improve learning outcomes. Missing from the body of research are studies that take an integrated approach to developing embodiment-rich pedagogy with teachers in authentic classroom settings. This paper argues that translational research is needed to develop evidence-based, curriculum-connected advice for teachers.
A Typology for Instructional Enablers of Mathematical Modelling
Author: Geiger, Vince
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Models,Mathematics Skills,Skill Development,Competence,Mathematics Instruction,Teaching Methods,Educational Objectives,Teacher Expectations of Students,Cognitive Processes,Instructional Effectiveness,Learning Processes

Competency with mathematical modelling is increasingly important for career and informed and engaged participation in personal, civic and work life. In this paper we report on an aspect of a three-year longitudinal study that aimed to identify and describe enablers of mathematical modelling. Teacher interview data has been drawn upon to exemplify key features of a typology for instructional enablers of mathematical modelling. Findings highlight the importance of the didactical contract and socio-mathematical norms in promoting students' mathematical modelling competency, as well as teachers' anticipatory capabilities.
Reaching for Improvement: Teacher Evaluation and Its Role in Instructional Improvement. Research Report
Author: Shyjka, Andria
Date: 2022-05-00
Type: Reports - Research-practitioner Partnerships
Subjects: Teacher Evaluation,Instructional Improvement,Public School Teachers,Program Implementation,Program Effectiveness,Faculty Development,Data Use,Observation,Case Studies,Educational Environment,Collegiality,Teacher Administrator Relationship,Administrator Attitudes,Principals,Teacher Attitudes,Teacher Collaboration

Despite the considerable resources dedicated to teacher evaluation reform, there is currently little evidence on the mechanisms by which evaluation translates into improvements in teachers' instructional practice. To address this need, this study was a two-pronged approach to examine the use of evaluation data for improvement within the Chicago Public Schools (CPS). The first is an evaluation-specific approach that looked explicitly at teachers' instructional improvement efforts across the district that were prompted by Recognizing Educators Advancing Chicago's (REACH) Students. The second is a comprehensive approach that looked more broadly at how teachers' instructional improvement efforts were prompted by both: (1) their school's unique Instructional Improvement Support System (IISS); and (2) their school's implementation of REACH--and the dynamics between IISS and REACH-driven efforts. Together, this two-pronged approach allowed the author to identify common organizational conditions and sources of support for evaluation data use across school contexts while also surfacing the variability in how schools support teacher learning generally. [For the Research Summary, see ED623751.]
Reaching for Improvement: Teacher Evaluation and Its Role in Instructional Improvement. Research Summary
Author: Shyjka, Andria
Date: 2022-05-00
Type: Reports - Research-practitioner Partnerships
Subjects: Teacher Evaluation,Instructional Improvement,Public School Teachers,Educational Environment,Data Use,Teacher Effectiveness,Educational Quality,Collegiality,Teacher Collaboration,Teacher Administrator Relationship,Principals,Administrator Attitudes,Teacher Attitudes,School Culture,Faculty Development

This research summary provides the key findings and interpretive summary--chapters 3 and 4--from the full report, &quot;Reaching for Improvement: Teacher Evaluation and its Role in Instructional Improvement.&quot; The full report contains additional details on the context, methodology, and findings of this study. This document has minor differences to ensure clarity in its shorter form. This study examined teachers' experiences with instructional improvement in seven Chicago Public Schools from 2017-18 to ask: What organizational conditions and capacities supported evaluation-driven instructional improvement? [For the full Research Report, see ED623750.]
Using Enabling and Extending Prompts in the Early Primary Years When Teaching with Sequences of Challenging Mathematical Tasks
Author: Russo, James
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Cues,Elementary School Students,Teaching Methods,Task Analysis,Learning Processes,Elementary School Teachers,Teacher Attitudes,Learner Engagement,Mathematics Instruction,Catholic Schools,Foreign Countries,Sequential Approach

The current study explores how teachers report using enabling and extending prompts when teaching with sequences of challenging mathematical tasks. Twenty-nine early years primary school teachers completed a questionnaire following their participation in a professional learning project. Findings suggest that teachers': view prompts as important when teaching with challenging tasks; generally prepare prompts in advance of the lesson; consistently allow students to engage with the core task before making prompts available; and consider prompts equally valuable for augmenting learning across all content areas.