ethanporcaro/eric-fulltext-meta huggingface dataset:
A Research Evidence Scan of Key Strategies Related to WIOA. The Workforce Innovation and Opportunity Act (WIOA) Research Portfolio
Author: Deutsch, Jonah
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Labor Legislation,Federal Legislation,Program Evaluation,Program Improvement,Evidence,Delivery Systems,Program Descriptions,Services,Youth,Youth Programs,Adult Education,Program Effectiveness,Career Development,Workplace Learning,Coaching (Performance),Educational Strategies,Employment,Barriers,Homeless People,Foster Care,Juvenile Justice,Early Parenthood,Trauma

Ongoing research and evaluation that produce actionable, widely disseminated evidence are central to the continuous improvement of U.S. Department of Labor (DOL) programs. In addition, the Workforce Innovation and Opportunity Act of 2014 (WIOA) requires DOL to conduct periodic, independent evaluations to inform the effective operation of WIOA programs and services. To support the development of DOL's research portfolio, this scan examines existing evidence on key topics related to WIOA programs and services. The scan focuses on four main topic areas, selected through a series of discussions with DOL's Chief Evaluation Office, Employment and Training Administration (ETA), and other DOL staff: (1) case management; (2) integrated service delivery; (3) training programs; and (4) youth services. Although the first three sections on service strategies focus on evidence from studies on adults or general populations, these services also relate to programs serving youth. However, because of the policy importance of identifying effective strategies for disconnected youth ages 16 to 24, the final section is devoted to research on youth, focusing on the many strategies offered by the WIOA Youth program. The scan describes strategies associated with each of the four topic areas, discusses existing evidence on the effectiveness of those strategies and evaluations currently under way, and summarizes the knowledge gaps in the existing evidence base. The scan prioritizes studies of strategies used in WIOA and by partner programs, but it also incorporates studies on related programs to increase the pool of studies from which to draw evidence. This research evidence scan is one of a pair of reports developed as part of DOL's WIOA Research Portfolio project. [For the companion report, &quot;A Scan of Key Trends in the Labor Market and Workforce Development System. The Workforce Innovation and Opportunity Act (WIOA) Research Portfolio,&quot; see ED614790.]
Growing Insights and Innovations: A Research Agenda for the Modern Youth Mentoring Movement [Summary]
Author: MENTOR: The National Mentoring Partnership
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Mentors,Youth Programs,Research,Identification (Psychology),Psychological Patterns,Social Isolation,Interpersonal Relationship,Institutional Environment,Social Change,At Risk Persons,Research Needs,Interaction,Group Activities,Social Justice,Citizen Participation

To meet emerging needs of the mentoring field and inform funders and policymakers about how to strengthen the mentoring movement, MENTOR has developed a Research Agenda outlining four key areas for future mentoring research. Many researchers, practitioners, and thought-leaders collaborated on this agenda, providing expertise and insight into ways we can inform and strengthen mentoring. This summary, which lists the four key priorities and action items identified as areas of focus, accompanies the full Research Agenda. The four key priorities are: (1) Increase research on the role of mentoring in supporting youth identity development and combating loneliness and isolation; (2) Study innovative strategies to expand natural mentoring relationships within systems and institutions; (3) Increase actionable research on mentoring that occurs in diverse programmatic settings; and (4) Invest in more research on the societal-level changes that are produced by mentoring relationships. [For the full research agenda, see ED614787.]
School-Based Approaches for the Universal Assessment of Adolescent Psychosocial Strengths
Author: Paz, Jennica
Date: 2020-06-00
Type: Reports - Research
Subjects: Psychological Patterns,Student Characteristics,Screening Tests,Holistic Approach,Evaluation Methods,Children,Adolescents,Student Evaluation,Foreign Countries,Adolescent Development,Test Construction,Child Development,Competence,Self Efficacy,Interpersonal Relationship,Personality,Caring,Models,Social Development,Emotional Development,Psychometrics,Well Being

The assessment of psychosocial strengths in children and adolescents has predominately focused on the measurement of single traits and constructs, such as grit (Christopoulou, Lakioti, Pezirkianidis, Karakasidou, &amp; Stalikas, 2018), optimism (Oberle, Guhn, Gadermann, Thomson, &amp; Schonert-Reichl, 2018), hope (Pedrotti, 2018), and gratitude (Gottlieb &amp; Froh, 2019). Although there is substantial value in assessing and evaluating the beneficial correlates of individual constructs, we suggest that a whole-child paradigm (Alford &amp; White, 2015) provides an optimal rationale supporting the use of comprehensive measures of psychosocial strengths. Strength-based measures have a clinical purpose when used by school psychologists as part of an individual child psycho-educational assessment, but we suggest that such measures have even greater utility when used to provide comprehensive information about psychosocial strengths of &quot;all&quot; students within the ecological context of local education agencies. In our chapter, we focus on strength-based tools developed for schoolwide universal screening. A second consideration that guides this chapter is that psychosocial strengths-based assessment has critical benefit and scientific rationale when grounded in a sound conceptual model that offers an understanding of the process and factors associated with quality of life outcomes among adolescents. [This will be a chapter in: &quot;Handbook of Positive Psychology Assessment: Psychological Assessment -- Science and Practice.&quot; European Association of Psychological Assessment (EAPA). Preparation of this chapter was supported in part by a research grant from by the Spanish Ministry of Economy and Competitiveness.]
CTE and SPED Teacher Collaborate with Results
Author: Dawson, Shirley
Date: 2020-09-30
Type: Reports - Research
Subjects: Teacher Collaboration,Special Education Teachers,Vocational Education Teachers,Transitional Programs,Students with Disabilities,Career Exploration,Program Effectiveness,Discussion,College Readiness,Career Readiness,Interpersonal Communication,Video Technology,Work Experience Programs,High School Students,Student Interests,Goal Orientation

The Apply and Communicate for Transition Now (ACTNow) Discussion Tool allows secondary students to effectively explore transition options through a respectful and honest conversation regarding expectations for success in chosen career pathways. In a one year randomized control research trial of 203 students with disabilities who used ACTNow, significant increased were noted in the number of contacts with CTE and community agencies and in the number of successful applications with agencies. Implications include improved likelihood for students with disabilities to understand their strengths and needs in relationship to their career choices. [This paper was published online by Association for Career and Technical Education.]
MCPS Schools at a Glance, 2020-2021
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Schools,Middle Schools,High Schools,Special Schools,Counties,Enrollment,School Personnel,Educational Facilities,School Activities,Costs,Salaries,Fringe Benefits,Institutional Characteristics,Student Characteristics

&quot;Schools at a Glance&quot; provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief of Engagement, Innovation, and Operations; Office of the Chief of Staff; and Office of the Chief of Teaching, Learning, and Schools. For the 2019-2020 report, see ED607726.]
Making Sense of Spring 2021 Assessment Results
Author: Dadey, Nathan
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Educational Assessment,Summative Evaluation,Student Evaluation,Test Use,Test Interpretation,Scores,Test Validity,COVID-19,Pandemics,Measurement

State summative educational assessment is about to begin in earnest. Rightfully, many are raising questions about the quality, meaning, and appropriate use of the assessment results. This document was written to support state educational agencies (SEAs) and their assessment providers in devising effective and efficient analysis plans. This document outlines two key strands of analyses for the spring 2021 assessment results: operational and investigative. The operational stand deals with analyses meant to support the &quot;technical quality&quot; of assessment scores and the intended interpretation(s) of the assessment results. The investigative strand deals with analyses meant to aid in understanding the &quot;effects&quot; of pandemic-related disruptions on student performance. Taken together, these two related strands make up a framework that is meant to help SEAs and their assessment providers make sense of student performance on spring 2021 summative assessments. This framework, and the recommendations in this report, are informed by emerging work in educational measurement as well as prior publications in this field. First, a logic model for structuring analyses based on spring 2021 data is presented, which is followed by a summary of the operational and investigative strands of analyses. For each strand a non-exhaustive list of questions and related analyses is presented. The report concludes with considerations for implementing these analyses. This framework is meant to support planning &quot;now,&quot; rather than waiting for scores to be returned. Assessment administration this year will be quite different from normal in most cases, requiring additional analyses conducted on accelerated timelines.
Leadership and Assistance for Science Education Reform (LASER). Intervention Report. Primary Science Topic Area. WWC 2021-015
Author: Mathematica
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Inquiry,Science Instruction,Science Process Skills,Teaching Methods,Intervention,Program Descriptions,Leadership Training,Educational Change,Program Implementation,Science Curriculum,Capacity Building,Faculty Development,School Districts,Science Achievement,Standards,Grade 5,Grade 8,Urban Schools,Suburban Schools,Rural Schools,Outcomes of Education,Partnerships in Education,Active Learning,Grade 3,Grade 6,Middle School Students,Elementary School Students,Program Costs,Program Effectiveness

Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify their proposed explanations. Because implementing inquiry-based science instruction is challenging, the Smithsonian Science Education Center (SSEC) developed &quot;Leadership and Assistance for Science Education Reform&quot; (LASER), a program designed to build capacity for effectively implementing inquiry-based science curricula in schools and districts. When participating in LASER, school or district teams attend leadership development institutes to plan the implementation of inquiry-based science curricula. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of LASER on science achievement. The WWC identified two studies of LASER. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of LASER on students, including 44% Hispanic, 31% White, 19% Black, 3% American Indian/Alaska Native, and 2% Asian students. LASER was implemented in grade 3 and 6 classrooms at the start of the study with outcomes measured after 3 years of implementation when students were in grades 5 and 8. Study schools were located in 16 urban, suburban, and rural school districts in New Mexico, North Carolina, and Texas. [For the Intervention Brief, see ED614850. For the Intervention Snapshot, see ED614849.]
Leadership and Assistance for Science Education Reform (LASER). Intervention Snapshot. Primary Science Topic Area. WWC 2021-015
Author: Mathematica
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Science Instruction,Intervention,Teaching Methods,Inquiry,Science Process Skills,Science Achievement,Leadership Training,Capacity Building,Educational Change,Standards,Program Evaluation,Program Descriptions,Program Implementation,Faculty Development,Grade 3,Grade 6,Rural Schools,Urban Schools,School Districts,Suburban Schools,Outcomes of Education,Student Characteristics,Grade 5,Grade 8,Elementary School Students,Middle School Students,Active Learning,Program Costs,Program Effectiveness

Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify their proposed explanations. Because implementing inquiry-based science instruction is challenging, the Smithsonian Science Education Center (SSEC) developed &quot;Leadership and Assistance for Science Education Reform&quot; (LASER), a program designed to build capacity for effectively implementing inquiry-based science curricula in schools and districts. When participating in LASER, school or district teams attend leadership development institutes to plan the implementation of inquiry-based science curricula. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of LASER on science achievement. The WWC identified two studies of LASER. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of LASER on students, including 44% Hispanic, 31% White, 19% Black, 3% American Indian/Alaska Native, and 2% Asian students. LASER was implemented in grade 3 and 6 classrooms at the start of the study with outcomes measured after 3 years of implementation when students were in grades 5 and 8. Study schools were located in 16 urban, suburban, and rural school districts in New Mexico, North Carolina, and Texas. This intervention snapshot provides a brief summary of the full report. [For the Intervention Report, see ED614848. For the Intervention Brief, see ED614850.]
Leadership and Assistance for Science Education Reform (LASER). Intervention Brief. Primary Science Topic Area. WWC 2021-015
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Intervention,Science Education,Educational Change,Inquiry,Teaching Methods,Science Process Skills,Program Descriptions,Capacity Building,Leadership Training,Science Curriculum,Faculty Development,Science Achievement,Standards,Grade 3,Grade 6,Outcomes of Education,Elementary School Students,Urban Schools,Rural Schools,Suburban Schools,School Districts,Program Implementation,Partnerships in Education,Active Learning,Grade 5,Grade 8,Middle School Students,Program Effectiveness,Program Costs

Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify their proposed explanations. Because implementing inquiry-based science instruction is challenging, the Smithsonian Science Education Center (SSEC) developed &quot;Leadership and Assistance for Science Education Reform&quot; (LASER), a program designed to build capacity for effectively implementing inquiry-based science curricula in schools and districts. When participating in LASER, school or district teams attend leadership development institutes to plan the implementation of inquiry-based science curricula. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of LASER on science achievement. The WWC identified two studies of LASER. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of LASER on students, including 44% Hispanic, 31% White, 19% Black, 3% American Indian/Alaska Native, and 2% Asian students. LASER was implemented in grade 3 and 6 classrooms at the start of the study with outcomes measured after 3 years of implementation when students were in grades 5 and 8. Study schools were located in 16 urban, suburban, and rural school districts in New Mexico, North Carolina, and Texas. This intervention brief provides an overview of the full report. [For the Intervention Report, see ED614848. For the Intervention Snapshot, see ED614849.]
2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017-18. NCES 2021-476
Author: Burns, Rachel
Date: 2021-09-00
Type: Reports - Research
Subjects: Student Financial Aid,Postsecondary Education,Institutional Characteristics,Federal Aid,State Aid,College Students,Paying for College,Higher Education,Federal Legislation,Educational Legislation,Undergraduate Students,Graduate Students,Grants,Student Loan Programs,Work Study Programs,Private Financial Support,Scholarships,Geographic Location,Eligibility

This First Look report presents selected findings about student financial aid during the 2017--18 academic year. These findings are based on data from the 2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC). NPSAS:18-AC is a national study of undergraduate and graduate students enrolled any time between July 1, 2017 and June 30, 2018 in institutions that can participate in federal financial aid programs. It is also a special Administrative Collection that was conducted in 2017-18 in which only administrative data from the U.S. Department of Education's data systems, institution student records, and other national administrative data sources were compiled to yield state representative data. Data were collected between July 2018 and September 2019. The main purpose of NPSAS:18-AC is to measure how students and their families pay for postsecondary education. Specific focus is placed on federal student aid given through Title IV of the Higher Education Act. Data used in this report are from about 245,600 undergraduate and 21,300 graduate students attending 1,900 institutions in the 50 states, the District of Columbia, and Puerto Rico. The sample represents about 16.6 million undergraduate and 3.6 million graduate students enrolled at Title IV eligible institutions at any time between July 1, 2017 and June 30, 2018. [For the Summary, see ED614852.]
2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017-18. Summary. NCES 2021-476
Author: Burns, Rachel
Date: 2021-09-00
Type: Reports - Research
Subjects: Student Financial Aid,Postsecondary Education,Institutional Characteristics,Federal Aid,State Aid,College Students,Paying for College,Higher Education,Federal Legislation,Educational Legislation,Undergraduate Students,Graduate Students,Grants,Student Loan Programs,Work Study Programs,Private Financial Support,Scholarships,Geographic Location,Eligibility

This Summary presents selected findings from &quot;2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017-18. NCES 2021-476.&quot; The full report is about student financial aid during the 2017-18 academic year. These findings are based on data from the 2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC). NPSAS:18-AC is a national study of undergraduate and graduate students enrolled any time between July 1, 2017 and June 30, 2018 in institutions that can participate in federal financial aid programs. [For the full report, see ED614851.]
Sudden Shift to Online Learning during the COVID-19 Pandemic: The Case of Arabic at Qatar University
Author: Heider, Abeer
Date: 2021-05-24
Type: Reports - Descriptive
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Student Attitudes,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Educational Practices,Second Language Instruction,Distance Education

The present chapter focuses on the immediate impact of the COVID-19 pandemic on the higher education sector, presenting the case of the Arabic for Non-Native Speakers Center (ANNS) at Qatar University. It evaluates what actions the center has undertaken to pledge its integrity to the cause of higher education throughout the pandemic and considers a sample of students' responses to a survey about the approaches and strategies adopted when learning shifted online. In order to speak to the book project rationale, the questions herein addressed concentrate on what has changed in language teaching practices as a result of COVID-19; on which changes might become permanent changes and which are expected to return to their pre-pandemic conditions; on reconsidered language pedagogy and new educational purposes and on informational progress for remote teaching. The chapter also aims to identify a number of techniques to be researched further. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]
The Response of the University of Isfahan to COVID-19: Remote Online Language Teaching
Author: Rafiei, Adel
Date: 2021-05-24
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Higher Education,Teaching Methods,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Second Language Instruction,Adjustment (to Environment),Access to Computers,College Students,College Faculty,Teacher Attitudes,Student Attitudes,Language Skills

This study describes the changes in the instructional system experienced by the language departments in the University of Isfahan, Iran, during the 2020 COVID-19 outbreak and the consequent national lockdown. After providing a very brief scenario of a regular academic year in higher education in Iran, this chapter focuses on the changes made to the instructional system in response to this worldwide pandemic and the non-academic measures taken across the university in general and language departments in particular. After pointing to some challenges of online instruction, the advantages and disadvantages of remote instruction with regard to the four language skills from both teachers' and students' perspectives will be discussed. A review of the assessment procedures in the platform used by the University of Isfahan will then be provided. This case study will come to an end by providing some outlook for the future. [For the complete volume, &quot;The World Universities' Response to COVID-19: Remote Online Language Teaching,&quot; see ED614006.]