ethanporcaro/eric-fulltext-meta huggingface dataset:
Relating Early Care and Education Quality to Preschool Outcomes: The Same or Different Models for Different Outcomes?
Author: Burchinal, Margaret
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Child Care,Academic Achievement,Outcomes of Education,Teacher Student Relationship,Preschool Education,Child Development,Correlation,Rural Areas,Counties,Achievement Tests,Teaching Methods,Classroom Environment,Child Behavior,Early Childhood Education,Rating Scales,Elementary School Students,Emergent Literacy,Reading Fluency,Reading Tests,Teacher Attitudes,Metacognition,Task Analysis,Interpersonal Competence,Language Skills

Although high-quality early care and education (ECE) is widely accepted as one of the most effective means for promoting early learning and development, many ECE programs have limited impact perhaps because of issues with how ECE quality is defined and measured. This study seeks to expand definitions of ECE quality by asking which preschool ECE quality dimensions relate to gains in which developmental outcomes and contrasting measurements using classroom-level ratings and child-level behavior counts. The sample includes 366 children in 63 randomly selected prekindergarten (pre-k) classrooms in six rural counties in a Southeast state. In the fall and spring, children were administered tests of academic achievement, language skills, and executive functions, and teachers rated their social skills. In the winter, the quality of teacher-child interactions was rated at the classroom level and the frequency that the child experienced complex teacher talk, domain-specific instructional activities, and whole group settings were counted at the child level. Two sets of analyses related gains in outcomes to the classroom-level ratings in both analyses and to behavior counts summarized at the classroom level and at the child level in separate analyses. Results indicated that: (1) different ECE dimensions related to gains in different outcomes; (2) ECE quality measures based on observing the selected experiences of individual children provide as strong or stronger associations with child outcomes than do ratings of teacher-child interactions; and (3) it may be necessary to measure experiences of individual children if those experiences are likely to vary markedly among children in the same classroom.
COVID-19 Considerations for Reopening Schools: Pupil Transportation
Author: Kentucky Department of Education
Date: 2020-09-04
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Student Transportation,School Closing,Disease Control,Employees,Safety,Space Utilization,Hygiene,Sanitation,Ventilation,Busing,School Schedules,Parent Attitudes,Elementary Secondary Education,Student Behavior,Health Behavior,Work Environment

Pupil transportation is a vital component of the education system. There are many facets and hurdles that must be addressed in order to provide the safest transportation possible. In some cases, it may seem almost impossible to transport students during the COVID-19 pandemic but implementing some changes at the district and school level may allow for transportation. This report discusses the following plans for pupil transportation in the state of Kentucky during COVID-19: (1) Pupil Transportation; (2) Mitigation Strategies; and (3) Employee Safety Considerations. Additional resources, a sample survey, a sample employee health assessment form, and a school bus seating chart are included.
Early Childhood Developmental Screenings Guidebook
Author: Louisiana Department of Education
Date: 2020-12-00
Type: Guides - General
Subjects: Child Development,Early Childhood Education,Young Children,Screening Tests,Intervention,Referral,Family Role,Early Intervention,Developmental Stages,Activities,Physical Development,Social Development,Emotional Development,Educational Development,Child Care,Teaching Methods,Standards,Evaluation,Information Dissemination,Questionnaires,Resources,Access to Education,Access to Health Care,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Developmental Delays,Access to Information

This guidebook is designed as a reference guide on how to best support healthy growth and development of children throughout key developmental intervals and identify children who may benefit from specialized support. Early childhood program staff, service providers, health care systems, families, and communities all play important roles in providing support and services to young children during this critical developmental period. The resources within this guide are intended to help program staff deepen their understanding of how children develop, regardless of their individual needs, and establish a comprehensive early identification system. The following steps that are presented in this guidebook are intended to provide a framework for developing an early identification system so that children are receiving the necessary support to achieve academic success in typical early childhood environments: (1) Understand How Children Develop; (2) Encourage Development Through Daily Routines and Activities; (3) Establish a Developmental Screening, Intervention, and Referral Process; and (4) Support Families in Children's Developmental Progress.
COVID-19 Considerations for Reopening Schools: Academic Re-Entry, Stage Two: Meeting Learners&apos; Academic Needs
Author: Kentucky Department of Education
Date: 2020-07-13
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Distance Education,Online Courses,Knowledge Level,Educational Needs,State Standards,Academic Standards,Elementary Secondary Education,Evidence Based Practice,Formative Evaluation,Teaching Methods,Student Needs,Educational Objectives,Feedback (Response),Peer Evaluation,Self Evaluation (Individuals)

This Stage Two Academic Re-entry guidance builds upon the Stage One guidance that was issued by the Kentucky Department of Education (KDE). Stage Two focuses on support on meeting the academic needs of learners through the formative assessment process. Formative assessment is a critical component of a balanced assessment system that can greatly impact student achievement. The process of eliciting, interpreting and using evidence as part of ongoing teaching and learning allows teachers and students to make adjustments focused on closing the gap between students' current level of understanding and the intended learning outcomes. Due to the extended remote learning that occurred during the spring of 2020, students may have more gaps than typically expected in their understanding of grade-level standards from the 2019-2020 school year. For teachers to meet the needs of their students and to close gaps, it is imperative that educators identify and implement evidence-based practices for incorporating formative assessment into their daily instructional routines. The minute-by-minute, daily and weekly use of formative process provides teachers with the information they will need to make instructional adjustments that moves learning forward for all students. The purpose of this guidance is to: (1) Define formative assessment and explain the benefits for students and teachers; (2) Describe four key strategies that support the formative assessment process; and (3) Identify instructional approaches for taking responsive action to address the needs of all learners. [For &quot;COVID-19 Considerations for Reopening Schools: Academic Re-Entry, Stage One--Drafting an Adjusted Curriculum,&quot; see ED611882.]
Organizational Development and Quantum Organizations
Author: Yavas Tasdelen, Tuba
Date: 2015-00-00
Type: Journal Articles
Subjects: Organizational Development,Organizational Learning,Institutional Characteristics,Administrative Organization,Organizational Change

In terms of systems, it is important in educational organizations to achieve continuity in the processes of organizational development and formation of the structures of learning organization. And this continuity can only be possible by a good grasp of the zeitgeist. The root cause for this fact lies in the thought that, especially for educational organizations, learning, honesty, sharing, transparency, teamwork and organizational synergy unite with the spirit of organization in our day. In other saying, the zeitgeist suggests that organizational development and the structure of learning organization should transform into an organizational behavior and synergy in order for a climate of integration to rule organizations and their staff. The current study also aims to provide information on quantum organizations and their characteristics based on the concept of organizational development as discussed in the relevant literature because it offers a different perspective on the organizations of today. Applicability of the concept of quantum organization to educational organizations is also discussed. The study, therefore, is significant due to the fact that it opens into discussion an organizational model which may be necessary for the managerial processes of our time, which are indecisive, unstable, unclear, inexplicit and ever-changing. In this context, first of all, domestic and foreign publications on the subject matter were reviewed to obtain some data and, based on these data, conclusions were made regarding the educational organizations of our time.
Monitoring the Future National Survey Results: HIV/AIDS Risk &amp; Protective Behaviors among Adults Ages 21 to 30 in the U.S., 2004-2018
Author: Johnston, Lloyd D.
Date: 2019-10-00
Type: Reports - Research
Subjects: National Surveys,Acquired Immunodeficiency Syndrome (AIDS),Health Behavior,Communicable Diseases,Young Adults,High School Graduates,Public Health,Sexuality,At Risk Persons,Incidence,Sexually Transmitted Diseases,Drug Abuse,Homosexuality,Prevention,Screening Tests,Gender Differences,Trend Analysis,Age Differences,Marital Status

Monitoring the Future (MTF) is a long-term study of American adolescents, college students, and adult high school graduates through age 60. The study is supported under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse and has been conducted annually by the University of Michigan's Institute for Social Research since 1975. The present monograph focuses on a range of behaviors, including certain forms of substance use, related to the spread of the human immunodeficiency virus (HIV), which is responsible for acquired immunodeficiency syndrome (AIDS). The ages covered in this study contain the two age bands with the highest rates of newly diagnosed HIV infection in the United States: namely, ages 20-24 and 25-29. High school graduates who fall into this age range each year have been surveyed annually since 2004. This monograph tracks key behaviors related to the spread of HIV/AIDS in the United States. In 2016, about 40,000 individuals became newly infected with HIV in the United States (CDC, 2017). MTF surveys assess both sexual risk behaviors and injection drug use (including needle sharing), which are two main sources of HIV infection. The present volume is the fourth monograph in the MTF series of annual reports. [For the first three 2019 monographs, see ED594190 (Overview of Key Findings), ED599067 (Volume 1), and ED599071 (Volume 2). For &quot;Monitoring the Future National Survey Results: HIV/AIDS Risk &amp; Protective Behaviors among Adults Ages 21 to 40 in the U.S., 2004-2017,&quot; see ED611904.]
Digital Tools to Enrich Our Virtual Classroom for Innovative Teachers &amp; Students
Author: Bhat, Bilal Ahmad
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Teaching Methods,Videoconferencing,Internet,Social Media,Interactive Video,Information Dissemination,Computer Graphics,Computer Software,Integrated Learning Systems

The year of 2020 has been a transformative year to play the roles of teachers. Everything has changed, including the way kids and university students go to school. During the pandemic, most of the world instated social distancing rules, 20-second hand-washing practices, and preventive mask-wearing in public. To say this affected the way educators and students interact is an understatement. In March 2020, millions of children transitioned from face-to-face classrooms to some kind of virtual education set up at home. During the first months of the pandemic, teachers had to scramble and find the best ways to set up a virtual classroom that would keep their students engaged. In these months, educators at every level tested tools and programs until they found their favorites. The goal of the present paper is to make a review about some tools of virtual teaching with the aim of identifying and analyzing the tools which potentiate the learning process. Digital learning is increasingly influencing both classroom/campus-based teaching but more important is leading to new models or designs for teaching and learning. Digital learning is an instructional practice that ultimately helps students. It makes use of a broad range of technology-enhanced educational strategies. It includes blended learning, flipped learning, personalized learning, and other strategies that rely on digital tools to a small or large degree. [This chapter was published in: R. Udhaya Mohan Babu (Ed.), &quot;Technology Learning in Contemporary World&quot; ISBN- 978-81-949205-7-1 (pp. 56-6). Krishna Publication House, 2020.]
Monitoring the Future National Survey Results: HIV/AIDS Risk &amp; Protective Behaviors among Adults Ages 21 to 40 in the U.S., 2004-2017
Author: Johnston, Lloyd D.
Date: 2018-10-00
Type: Reports - Research
Subjects: National Surveys,Acquired Immunodeficiency Syndrome (AIDS),Health Behavior,Communicable Diseases,Young Adults,High School Graduates,Public Health,Sexuality,At Risk Persons,Incidence,Sexually Transmitted Diseases,Drug Abuse,Homosexuality,Prevention,Screening Tests,Gender Differences,Trend Analysis,Age Differences,Marital Status

Monitoring the Future (MTF) is a long-term study of American adolescents, college students, and adult high school graduates through age 60. The study is supported under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse and has been conducted annually by the University of Michigan's Institute for Social Research since 1975. The present monograph focuses on a broad range of behaviors, including certain forms of substance use, related to the spread of the human immunodeficiency virus (HIV), which is responsible for acquired immunodeficiency syndrome (AIDS). The populations under study here includes high school graduates in the general population ages 21-30, surveyed annually since 2004; age 35, surveyed annually since 2008; and age 40, surveyed annually since 2010. The present monograph addresses some of the factors that may be preventing further progress against HIV/AIDS, including key behaviors related to the spread of HIV/AIDS in the United States, some of which also relate to the spread of other sexually transmitted diseases (STD). In 2016, about 40,000 individuals became newly infected with HIV in the United States (CDC, 2018a). MTF surveys assess both sexual risk behaviors and injection drug use (including needle sharing), which are two main sources of HIV infection. The present volume is the fourth monograph in the MTF series of annual reports. [For the first three 2018 monographs, see ED589762 (Overview of Key Findings), ED589763 (Volume 1), and ED589764 (Volume 2). For &quot;Monitoring the Future National Survey Results: HIV/AIDS Risk &amp; Protective Behaviors among Adults Ages 21 to 40 in the U.S., 2004-2016,&quot; see ED578601.]
Florida&apos;s Hope Scholarships for Bullied Students: A Report Card. Issue Brief
Author: Eden, Max
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Bullying,School Safety,At Risk Students,Transfer Students,School Choice,Public Schools,Private Schools,Tuition,Tax Credits,Scholarships,Elementary Secondary Education,Educational Legislation,State Legislation,Program Implementation,Access to Information,Parent Attitudes,Enrollment,Educational Vouchers

Education reformers have long lamented America's persistent racial and socioeconomic achievement gap and framed school choice as a means to provide low-income students of color trapped in failing schools with a ticket to a better education. Yet when parents who participate in school choice programs in states like Georgia or Indiana have been surveyed, at least half of them cite safety as a primary motivating factor. Florida's Hope Scholarship program, signed into law on March 11, 2018, enables students who have been subjected to bullying--regardless of disability status, income, or district school performance--to transfer to another public school or provides them with a tuition tax credit scholarship to use at an approved private school. To inform ongoing and potential state-level debates around anti-bullying voucher or tuition tax credit programs, this paper describes the basic mechanics of Florida's anti-bullying scholarship, the political origin and debate around its passage, and the program's implementation to date.
The Voices of Michigan&apos;s Early Care and Education Teachers: Children&apos;s Challenging Behavior, Expulsion, Disparities, and Needed Program Supports
Author: Granja, Maribel R.
Date: 2020-09-00
Type: Reports - Research
Subjects: Teacher Attitudes,Child Care,Student Behavior,Behavior Problems,Age Differences,Discipline,Racial Differences,Ethnicity,Students with Disabilities,Language Usage,Family Characteristics,Barriers,Teacher Role,Student Needs,Suspension,Faculty Development,Infants,Toddlers,Preschool Children,Institutional Characteristics,Early Intervention,Child Care Centers,Preschool Education,Preschool Teachers,Teacher Characteristics,Educational Attainment,Certification,Social Emotional Learning,Student Characteristics,English Language Learners

Michigan policymakers have a long history of leadership in addressing the social-emotional needs of the state's infants and young children so that they can learn and thrive in their homes and in early care and education programs. Michigan leaders and stakeholders are now working to further strengthen a system of supports for young children's mental health. Leaders participating in a cross-sector expulsion and suspension workgroup identified a need for current data on early care and education (ECE) teachers' experiences related to children's challenging behavior, including perceptions about supports that could increase children's social-emotional well-being and reduce exclusionary practices in center- and home-based ECE settings. To obtain this information, a core team of leaders from Michigan's Departments of Education (MDE) and Michigan's Department of Health and Human Services (MDHHS) and the Head Start State Collaboration Office partnered with the BUILD Initiative and the National Center for Children in Poverty to design and implement a survey of ECE teachers in center-based and home-based ECE settings (pre-kindergarten, child care, Head Start, Early Head Start, and family child care home settings). Key questions addressed by the survey include: (1) How common are different types of challenging behavior in early care and education settings?; (2) How many children with challenging behavior, in different age groups, do teachers have in their classrooms or child care homes in the course of a year?; (3) What are the consequences of challenging behavior and how often does removal from the ECE setting occur?; (4) Are there disparities in removal of children related to race, disability, or home language?; (5) What are the family circumstances of children with challenging behavior?; (6) How do teachers address challenging behavior and what barriers do they face?; and (7) What supports do teachers believe will help them address the needs of children with challenging behavior?
Enrollment and Success in Transfer-Level English and Math in the California Community Colleges System: Fall 2015 to Fall 2019 Statewide Analysis
Author: Brohawn, Katie
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,State Legislation,Educational Legislation,English Instruction,Mathematics Instruction,Courses,Success,Course Selection (Students),Equal Education,Racial Differences,Enrollment Trends,Ethnicity,African American Students,Hispanic American Students,White Students,American Indian Students,Pacific Americans,Multiracial Persons,Grade Point Average,Asian American Students,Student Characteristics,Gender Differences,Foster Care,Socioeconomic Status

Colleges across the California Community College (CCC) system have been preparing for changes to their assessment and placement processes associated with the required implementation of Assembly Bill (AB) 705. While many initiatives were already underway to increase students' completion of their education, including Guided Pathways and the Student Centered Funding Formula, AB 705 focuses on maximizing student completion of transfer-level English and math within one year. In order to understand how the mandate of AB 705 has impacted student enrollment and success over time, including the years leading up to the 2019 required implementation, the Research and Planning Group for California Community Colleges (RP Group) conducted a statewide analysis of student outcomes from fall 2015 to fall 2019. The areas of inquiry in this report include enrollment in transfer-level English and math courses and success in these courses, both as a proportion of those who enroll in them and as a proportion of the general math- and English-course-taking population overall. This analysis examines data from five fall cohorts from 2015-2019. However, this report focuses most on the changes that occurred between cohorts that began in fall 2018 and fall 2019, the time period during which colleges were &quot;required&quot; to increase enrollment in transfer-level courses. To better understand the relationships between AB 705 reforms and student outcomes, this report explores research questions pertaining to the following two key areas: (1) enrollment in transfer-level English and math courses; and (2) success in transfer-level English and math classes.