ethanporcaro/eric-fulltext-meta huggingface dataset:
Returning to School: Considerations for Students with the Most Intensive Behavioral Needs. A Guide to Supporting Students with Disabilities, Their Families, and Educators
Author: National Center on Intensive Intervention (NCII) at American Institutes for Research
Date: 2021-04-00
Type: Guides - Non-Classroom
Subjects: Students with Disabilities,Student Needs,Behavior Disorders,Family Needs,Student Adjustment,COVID-19,Pandemics,School Closing,Teamwork,Leadership Responsibility,Teacher Responsibility,Regular and Special Education Relationship,Online Courses,Conventional Instruction,Special Education Teachers,Cooperative Planning,Intervention,Classroom Environment,Severe Disabilities,School Personnel,Role,Needs Assessment,Teaching Methods,Distance Education,Family School Relationship,At Risk Students,Elementary Secondary Education,Crisis Management,Administrator Role,Teacher Role,School Safety,Child Health,Positive Behavior Supports,Social Development,Emotional Development,Interpersonal Relationship

This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth. It provides recommendations for leadership teams and support staff, which involves general educators as they develop and implement supports for students with intensive needs, including students with disabilities, in their (in-person or remote) classrooms, groups, and other settings. These recommendations are also for special educators as they collaborate with families and other specialists to develop intensive individualized supports for students in the fall. This guide is a companion to the recently published Center on PBIS's guide &quot;Returning to School During and After [a] Crisis.&quot; This guide was originally released in Fall 2020 but has been revised as of April 2021. [For the 2020 version of this report, see ED609018. For &quot;Returning to School during and after Crisis: A Guide to Supporting States, Districts, Schools, Educators, and Students through a Multi-Tiered Systems of Support Framework During the 2020-2021 School Year,&quot; see ED609017.]
The Monster in the Classroom: Assessing Language to Inform Instruction
Author: Goodwin, Amanda P.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Computer Assisted Testing,Handheld Devices,Language Maintenance,Language Tests,Vocabulary,Reading Ability,Writing Skills,Teaching Methods,Game Based Learning,Oral Language,Reading Comprehension,Middle School Students

The authors describe Monster, PI, which is an app-based, gamified assessment that measures language skills (knowledge of morphology, vocabulary, and syntax) of students in grades 5-8 and provides teachers with interpretable score reports to drive instruction that improves vocabulary, reading, and writing ability. Specifically, the authors describe why an assessment of language is important to include, the components of language that are assessed by Monster, PI, and how Monster, PI, uses gamification to add enjoyment and motivation to the assessment experience. The authors then explain how to use Monster, PI, to inform instructional decisions, specifically explaining the overall instructional framework, what each score means, and examples of instruction that link to each area assessed by the app. Links to Common Core State Standards are included. The authors conclude by sharing teachers' feedback on the assessment and how they used it to support instruction in their classrooms. [This paper was published in &quot;Reading Teacher&quot; v73 n5 p603-616 2020 (EJ1245158).]
Educational Supports and Experiences in the Unaccompanied Refugee Minors Program: Findings from a Descriptive Study. OPRE Report 2021-37
Author: Rodler, Liza
Date: 2021-03-00
Type: Reports - Research
Subjects: Refugees,Immigrants,Foster Care,Educational Attainment,Access to Education,Educational Experience,Program Descriptions,Educational Background,Federal Programs,Land Settlement,Public Agencies,Researchers,English (Second Language),Second Language Instruction,Second Language Learning,Social Integration,Employment,Student Placement,English Language Learners,Student Adjustment,Nontraditional Education,High School Students,Postsecondary Education,Public Schools,Barriers,School Choice,Academic Support Services

The Unaccompanied Refugee Minors (URM) Program serves refugees and other eligible youth within the United States who do not have a parent or relative available to care for them. While current research points to the importance of education for vulnerable populations including refugees, immigrants, and youth in foster care, there are gaps in the field's understanding on how to best support URM youth, specifically in education settings. This report summarizes findings related to education services and experiences in educational settings from the Descriptive Study of the URM Program, as understood from the perspectives of service providers, foster parents, and URM youth. These findings are relevant to those involved in operating the URM Program and others who serve youth who are recent immigrants, in the foster care system, or youth who have experienced disruptions to their formal education. Throughout this study, the research team consulted with federal staff, URM programs, academic researchers, and national refugee resettlement agencies to identify topics and questions of high importance related to serving URM youth. All stakeholders pointed to education services as a high priority in the field, as these services impact youth's ability to gain English language skills, pursue employment, and integrate into local communities.
Multidimensional Morphological Assessment for Middle School Students
Author: Goodwin, Amanda P.
Date: 2021-00-00
Type: Reports - Research
Subjects: Morphology (Languages),Morphemes,Middle School Students,Knowledge Level,Task Analysis,Item Response Theory,Computer Assisted Testing,Language Tests,Metalinguistics,Syntax,Phonology,Semantics,Test Validity,Test Reliability,Reading Tests,Vocabulary Development,Longitudinal Studies,Spelling,Computer Games,Literacy,Student Evaluation

Background: Middle school students use the information conveyed by morphemes (i.e., units of meaning such as prefixes, root words and suffixes) in different ways to support their literacy endeavours, suggesting the likelihood that morphological knowledge is multidimensional. This has important implications for assessment. Methods: The current study investigates the dimensionality of morphological knowledge considering the performance of 3,214 fifth through eighth graders on a range of morphological tasks (N = 14 across the project's development and 10 for dimensionality analyses) and items (N = 491) using multiple-group item response modelling. It then presents validation evidence related to performance of 1,140 fifth through eighth graders on a gamified, computer-adaptive, multidimensional assessment of morphological knowledge, which consists of seven morphological tasks and 181 items that make four morphological skills. Results: Results indicate morphological knowledge is multidimensional and best represented via a bifactor model of four skills as well as task-related variance. These skills are Skill 1: Morphological Awareness; Skill 2: Morphological-Syntactic Knowledge; Skill 3: Morphological-Semantic Knowledge; and Skill 4: Morphological-Orthographic/Phonological Knowledge. The assessment designed after this model, called Monster, PI, was shown to be both reliable and valid, with each morphological knowledge skill explaining unique variance in standardised reading vocabulary. Conclusions: Findings suggest that morphological skills play unique roles in language and literacy outcomes. This indicates the importance of conceptualising and assessing morphological knowledge as multidimensional. Implications for theory, research, policy and practice are considered. [This paper was published in &quot;Journal of Research in Reading&quot; v44 n1 p70-89 2021 (EJ1283025).]
Exploring the Mechanism through Which Peer Effects Operate in Preschool Classrooms to Influence Language Growth
Author: Chen, Jing
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Influence,Preschool Children,Preschool Education,Students with Disabilities,Language Acquisition,Interaction,Peer Relationship,Inclusion,Correlation,Individual Differences,Family Characteristics,Classroom Environment,Resources,Language Skills

Peer-effects research finds that preschool children's language growth is associated with classmates' skills and that children with disabilities especially benefit from classmates with higher skills. The current study estimates the amount of &quot;peer language resources&quot; individual children access through their classroom-based peer social interactions, which represents an aggregation of peers' language skills weighted by teacher-perceived interaction intensities between dyads. Participants were 448 children (57% boys, 40% with disabilities, M[subscript age]= 52.29 months) from 58 inclusive preschool classrooms. Results showed a significant variation of peer language resources within classrooms and indicated that children with disabilities had significantly fewer peer language resources, although peer language resources showed a stronger association with their language growth than that of typically developing children.
Measuring and Comparing Multiple Dimensions of Early Care and Education Access. OPRE Research Report 2021-08
Author: Paschall, Katherine
Date: 2021-02-00
Type: Reports - Research
Subjects: Child Care,Early Childhood Education,Access to Education,Family Characteristics,Infants,Toddlers,Preschool Children,Family Income,Race,Ethnicity,Costs,Preschool Teachers,Teacher Characteristics,Scheduling

Families across the United States face a variety of challenges securing early care and education (ECE) for their children. The supply and price of ECE programs in local areas tell part but not all the access story for families. Describing access across multiple dimensions provides decision makers with a deeper understanding of families' ECE needs and emphasizes the need for multi-faceted policy solutions. Yet measuring and comparing access from different perspectives requires available data and a clear measurement approach that can be conveyed concisely. This report describes an exploratory study using data from the 2012 National Study of Early Care and Education (NSECE) to model the complexity of ECE access and to consider how ECE access varies for families across the United States. The purpose of the research in this report was twofold: first, to examine how access varies across dimensions and for children and families with different characteristics; and second, to test a new research method using national data to capture families' experiences. The benefit of this national approach is that it uses common data across local areas to characterize and compare access. Findings from this research method can be reviewed with insights from other access measurement strategies including research conducted to identify child care deserts.
Promising Practices for Strengthening Families Affected by Parental Incarceration: A Review of the Literature. OPRE Report 2021-25
Author: McCormick, Meghan
Date: 2021-05-00
Type: Information Analyses
Subjects: Parent Child Relationship,Institutionalized Persons,Correctional Institutions,Hispanic Americans,African Americans,Risk,Poverty,Research Reports,Family Programs,Guidance,Child Development,Law Enforcement,Child Rearing,Program Improvement,Program Effectiveness,Age Differences,Gender Differences

Over 5 million American children under the age of 18 years, a disproportionate number of whom are Black or Latino, have had a residential parent jailed or incarcerated. While a number of existing studies identify parental incarceration as a key risk factor for poor child and family outcomes, there is more limited information describing programs that aim to promote positive outcomes for children with parents involved in the criminal justice system. This literature review analyzes published studies about family strengthening programs that seek to maintain and build healthy relationships between parents who are incarcerated and their children. The review is organized by six key areas of programmatic focus that the research team identified based on an initial scan of the literature, consultations with experts and programs in the field, and guidance from the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services. The following three overarching research questions are addressed: (1) What areas should family strengthening programs explicitly address in their models?; (2) What programs and practices are currently being used to strengthen families involved with the justice system?; and (3) What does the research and evidence indicate about programs that aim to strengthen families involved with the justice system? The purpose of this review is to summarize the research and evaluation literature on programs that aim to strengthen families involved in the justice system. The findings identify key gaps in the knowledge base on family strengthening programs, which can help programs improve their models and help researchers more rigorously study these programs' impacts on children and families in the future.
Assessing Models of Coordinated Services: A Scan of State and Local Approaches to Coordinating Early Care and Education with Other Health and Human Services. OPRE Report 2021-89
Author: Baumgartner, Scott
Date: 2021-05-00
Type: Reports - Research
Subjects: Child Development,Child Health,Family Needs,Poverty,Coordination,Access to Health Care,Access to Education,Social Services,Financial Support,Models,Barriers,At Risk Persons,State Government,Government Role,State Legislation,Networks,Agency Cooperation,Young Children,State Programs,Delivery Systems,Early Childhood Education,Family Programs,Low Income Groups,Local Government,School Readiness,Emergent Literacy,Health Promotion,Taxes,COVID-19,Pandemics

To promote children's healthy development and give them opportunities to flourish, families need a wide range of support services. These services are often disconnected from each other. Early care and education (ECE) has a particularly fragmented system (National Academies of Sciences, Engineering, and Medicine 2018). Systems with myriad processes and requirements, such as separate enrollment processes that ask families to give the same information to multiple providers, place a burden on families--a burden that can be particularly hard on those in crisis (Adams and Heller 2015; Adams et al. 2015; Cavadel et al. 2017). A growing number of states and localities are working to address the many needs of families living in poverty by coordinating their services and funding streams. The Assessing Models of Coordinated Services (AMCS) project, sponsored by the Office of Planning, Research, and Evaluation (OPRE) within the Administration for Children and Families (ACF) in DHHS, aims to improve understanding of approaches that are designed to coordinate ECE with other health and human services, such as those aiming to promote positive outcomes for family economic security, health, mental health, food and nutrition, and housing. To understand the features of state and local coordinated services approaches, the AMCS research team conducted a national scan. The scan is a first look at the characteristics and potential models of coordinated services at the state and local levels. AMCS intends this overview to inform the field about ways that state- and local-level approaches coordinate systems and services for families. This scan was not designed to be representative, and notably, coordinated services approaches without publicly available information might not have been identified. Additionally, about one-quarter of the coordinated services approaches identified through the scan did not respond to the research team's request to confirm details about their activities. As a result, findings presented in this report are preliminary and not generalizable.
Student Equity in VET: Participation, Achievement and Outcomes
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Students with Disabilities,Indigenous Populations,Pacific Islanders,English Language Learners,Low Income Groups,Rural Areas,Unemployment,Employment Level,Occupations,Academic Achievement,Graduation Rate,Foreign Countries

This publication presents information on how different equity groups fare in their VET journey. The featured equity groups have historically been disadvantaged in accessing and benefitting from education in Australia. The focus is on their participation, achievement in and outcomes from VET. Data on the following equity groups are presented: (1) People with disability; (2) Aboriginal and Torres Strait Islander; (3) Non-English speaking background; (4) Low socioeconomic status; (5) Remote; and (6) Not employed.
Summer Learning Planning Guide
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-03-00
Type: Guides - General
Subjects: Summer Schools,Educational Planning,Elementary Secondary Education,Organizational Communication,Course Content,School Schedules,Educational Research

Summer learning is a research-based strategy shown to help prevent summer learning loss and support students who may be below grade level to grow before the next school year. Summer learning is also appropriate for all students to accelerate learning. This strategy is particularly important in the summer of 2021 as states, districts, and schools seek to curtail potential learning loss from the COVID-19 pandemic. This planning guide was inspired by the investment that Tennessee has made in summer learning through the summer Read to be Ready program and recent legislation targeted at COVID-19 related learning loss. The guide was specifically developed to assist districts participating in the Tennessee Rural Acceleration and Innovation Network (TRAIN) as they began to plan for their summer learning camps. This guide should be used to assist education leaders in thinking through, planning for, and making the decisions that will ensure opportunities are successful for students, families, and teachers. The planning guide begins with an overview of recent research findings that highlight effective small group and summer learning practices. It then provides space for leaders to focus on some of the most important questions, decisions, and next steps to implement high-quality summer learning opportunities.
Past Informing the Future. &apos;No Frills&apos; Discussion Paper
Author: Waugh, Joanne
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational History,Educational Trends,Educational Change,Role of Education,Job Training,Alignment (Education),Commercialization,Educational Quality,Public Opinion,Data Collection,Evidence Based Practice,Conferences (Gatherings)

The past informs the future. It achieves this in two ways: first, by providing the context in which decisions are made, and, second, by delivering the various experiences that enable discovery of what does and does not work. As the Australian vocational education and training (VET) system has evolved, the institutional structures and frameworks that are now in place may determine the direction of its next turn, while the willingness to learn from past experiences will dictate whether it will turn at all. 'The past informing the future' is the theme for the 2021 'No Frills' Conference -- a conference to be held online, because if anything has been learned from 2020, it is that the freedom to travel is no longer guaranteed. This 'No Frills' discussion paper reflects on some key developments in VET's past and how they have shaped the sector's approach to enduring issues such as VET's purpose, national harmonisation, and quality.
Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents with Autism Spectrum Disorder
Author: Solis, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Reading Comprehension,Reading Material Selection,Reader Text Relationship,Reading Instruction,Small Group Instruction,Instructional Effectiveness,Intervention,Validity,Student Improvement,Middle School Students,Early Adolescents,Males,Students with Disabilities,Autism,Pervasive Developmental Disorders,Curriculum Based Assessment,Rating Scales,Achievement Tests,Language Tests,Intelligence Tests

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.
Indonesian Journal of Applied Linguistics: A Bibliometric Portrait of Ten Publication Years
Author: Syahid, Abdul
Date: 2021-02-21
Type: Journal Articles
Subjects: Foreign Countries,Periodicals,Applied Linguistics,Bibliometrics,Bibliographic Databases,Productivity,Authors,Citation Analysis,University Presses,Citation Indexes,Journal Articles

Bibliometric portraits of a single journal appear to be rarely taken in the field of applied linguistics. Viewed from the angles of publication, citation, and indexation, one of the journals worth a bibliometric portrait is the &quot;Indonesian Journal of Applied Linguistics.&quot; Casting local and regional concerns on the global applied linguistics, the journal has ranked among the big five Open Access Journals in the Asiatic region since its foundation in 2011. Capturing a corpus of 426 documents by 824 authors from 144 organizations through two free bibliometric tools, i.e. &quot;Publish or Perish&quot; and &quot;VOSviewer,&quot; this study portrays the journal from 2011 to 2020 through the lens of &quot;Microsoft Academic,&quot; one of the largest yet free academic search engines and bibliographic databases. The portrait exhibits the journal's scientific productivity and quality, including the most prolific authors and their affiliations. It also depicts the co-authorship, keyword co-occurrence, self-citation, and bibliographic coupling. How some aspects such as the relative dominance of authors from the university publishing house has evolved before and after the Scopus indexation provide a more vivid portrait of the journal. It could provide not only retrospective but also prospective insights into the ongoing contribution of the journal to the big enterprise of applied linguistics.