ethanporcaro/eric-fulltext-meta huggingface dataset:
Report of the Public Higher Education Systems Coordinating Committee. Submitted to the Joint Standing Committee on Education and Cultural Affairs and Governor Janet T. Mills
Author: Page, James
Date: 2019-02-15
Type: Reports - Evaluative
Subjects: Community Colleges,Higher Education,Public Colleges,Access to Education,Dual Enrollment,High School Students,College Attendance,College Readiness,Career Readiness,Adult Learning,Institutional Cooperation,Shared Resources and Services

Public Law 2015, Chapter 261 (LD 1441) created the Public Higher Education Systems Coordinating Committee to recognize more formally the importance of cooperative efforts between Maine's two systems of higher education. The Committee is comprised of the Chancellor of the University of Maine System (UMS), the President of the Maine Community College System (MCCS), and the chairs of both systems' Boards of Trustees. The Committee is charged with promoting efficiency, cooperative effort, and strategic planning between the University of Maine System and the Maine Community College System. This annual report documents the collaborative efforts currently underway across our two systems to meet the educational needs of Maine citizens and the workforce requirements of Maine's employers while being good fiscal stewards of the investments in our respective institutions by tuition and taxpayers. It details how the two systems are working in close collaboration with each other and, through MaineSpark, a statewide coalition of organizations, to increase the higher education attainment rate in Maine so that 60% of Mainers will hold postsecondary education and workforce credentials that position Maine and its families for success by 2025.
A Discussion on Velocity-Speed and Their Instruction
Author: Yildiz, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Motion,Teaching Methods,Prior Learning,Writing Assignments,Retention (Psychology),Instructional Effectiveness

This study was conducted to investigate how to teach velocity and speed effectively, with which activities and examples. Although they are different quantities, they are generally used in the same meaning. Study data and the quantities discussed were obtained from the examination of documents such as scientific articles and books about the instruction and they were examined by descriptive analysis approach. Expository instruction was supported with writing to learn activities and an approach actualized in seven stages was suggested so that velocity and speed could be understood at an anticipated level. At each stage, possible practices were explained; and especially at the fifth stage of the study, a detailed example on distance, displacement, velocity and speed promoted the understanding of presented quantities much more easily and correctly with their critical properties, thus students would be able to associate it with their prior knowledge. Moreover, it was anticipated based on these reasons that the example could be used as a tool to actualize permanent learning. At the last stage of the study, it was considered that having students write a letter and a summary to young respondents could support the practices in the previous stages, and also it would help promoting long-term retention of the learned concepts. [Paper presented at International Physics Conference at the Anatolian Peak (2016).]
Confirmatory Factor Analysis of the Evidence-Based Practice Attitudes Scale with School-Based Behavioral Health Consultants
Author: Cook, Clayton R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Factor Structure,Psychometrics,Test Validity,Consultants,Behavior,Allied Health Personnel,Attitudes,Mental Health,Mental Disorders,Behavior Problems

Background: The Evidence-Based Practice Attitude Scale (EBPAS) is a widely used tool, but it has not been adapted and validated for use in schools, the most common setting where youth access behavioral health services. This study examined the factor structure, psychometric properties, and criterion-related validity of the school-adapted EBPAS in a sample of school-based behavioral health consultants. Method: A research team comprised of experts in implementation of evidence-based practices in schools along with the original developer adapted the EBPAS for the school setting. The adapted instrument was administered to a representative sample (n = 196) of school-based behavioral health consultants to assess the reliability and structural validity via a series of confirmatory factor analyses. Results: The original EBPAS factor structure was confirmed, with the final model supporting four first-order factors that load onto a second-order factor capturing general attitudes toward evidence-based practice. Correlations among the subscales indicated both unique and shared variance. Correlations between EBPAS scores and consultant variables demonstrated differential criterion-related validity, with the total score and the Requirements and Openness subscales demonstrating the strongest correlations. Conclusions: The adapted EBPAS performed well when administered to behavioral health consultants operating in the educator sector, supporting the relevance of assessing attitudes in school settings. Potential directions for future research and applications of the EBPAS in schools and other service sectors are discussed.
New Meridian Technical Report 2018-2019
Author: New Meridian
Date: 2020-02-28
Type: Reports - Descriptive
Subjects: Language Arts,Literacy Education,Mathematics Education,Summative Evaluation,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 9,High Schools,Reading Comprehension,Reading Skills,Writing Skills,Vocabulary,Mathematical Concepts,Concept Formation,Mathematics Skills,Knowledge Level,Test Construction,Testing,Scoring,Test Items,Item Analysis,Test Bias,Test Reliability,Test Validity,Item Response Theory,Scaling,Performance,Student Characteristics,Scores,Achievement Gains,Quality Control,Testing Accommodations,Data Analysis,Automation,Gender Differences,Racial Differences,Ethnicity,Special Needs Students,Spanish,Psychometrics

The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics summative assessments in grades 3 through 8 and high school. The ELA/L assessments focus on reading and comprehending a range of sufficiently complex texts independently and writing effectively when analyzing text. The ELA/L assessments contain literary and informational texts; each passage set has four to eight brief comprehension and vocabulary questions. The mathematics assessments contain tasks that measure a combination of conceptual understanding, applications, skills, and procedures. Mathematics constructed-response items consist of tasks designed to assess a student's ability to use mathematics to solve real-life problems. In both content areas, students also demonstrate their acquired skills and knowledge by answering selected-response items and fill-in-the-blank questions. The summative assessments are designed to achieve several purposes. First, the tests are intended to provide evidence to determine whether students are on track for college- and career-readiness. Second, the tests are structured to access the full range of Common Core State Standards (CCSS) and measure the total breadth of student performance. Finally, the tests are designed to provide data to help inform classroom instruction, student interventions, and professional development. This technical report includes the following topics: (1) background and purpose of the assessments; (2) test development of items and forms; (3) test administration, security, and scoring; (4) classical item analyses and differential item functioning; (5) reliability and validity of scores; (6) item response theory (IRT) calibration and scaling; (7) performance level setting; (8) student characteristics; (9) development of the score reporting scales and student performance; (10) student growth measures; and (11) quality control procedures. [For &quot;New Meridian Technical Report 2018-2019: Alternate Blueprint,&quot; see ED604242.]
New Meridian Technical Report 2018-2019: Alternate Blueprint
Author: New Meridian
Date: 2020-02-28
Type: Reports - Descriptive
Subjects: Language Arts,Literacy Education,Mathematics Education,Summative Evaluation,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 9,High Schools,Reading Comprehension,Reading Skills,Writing Skills,Vocabulary,Mathematical Concepts,Concept Formation,Mathematics Skills,Knowledge Level,Test Construction,Testing,Scoring,Test Items,Item Analysis,Test Bias,Test Reliability,Test Validity,Item Response Theory,Scaling,Performance,Student Characteristics,Scores,Achievement Gains,Quality Control,Testing Accommodations,Data Analysis,Automation,Gender Differences,Racial Differences,Ethnicity,Special Needs Students,Spanish,Psychometrics

The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics assessments in grades 3 through 8 and high school. New Meridian, in coordination with multiple states and vendors, developed an alternate form of the summative assessment to meet the needs for shorter testing times desired by several states. Through extensive research and guidance from the Technical Advisory Committee, the alternate blueprint was available in spring 2019. The ELA/L assessments focus on reading and comprehending a range of sufficiently complex texts independently and writing effectively when analyzing text. The mathematics assessments contain tasks that measure a combination of conceptual understanding, applications, skills, and procedures. Mathematics constructed-response items consist of tasks designed to assess a student's ability to use mathematics to solve real-life problems. In both content areas, students also demonstrate their acquired skills and knowledge by answering selected-response items and fill-in-the-blank questions. The summative assessments are designed to achieve several purposes. First, the tests are intended to provide evidence to determine whether students are on track for college- and career-readiness. Second, the tests are structured to access the full range of Common Core State Standards (CCSS) and measure the total breadth of student performance. Finally, the tests are designed to provide data to help inform classroom instruction, student interventions, and professional development. This technical report includes the following topics: (1) background and purpose of the assessments; (2) test development of items and forms; (3) test administration, security, and scoring; (4) student characteristics; (5) classical item analyses and differential item functioning; (6) reliability and validity of scores; (7) item response theory (IRT) calibration and scaling; (8) performance level setting; (9) development of the score reporting scales and student performance; (10) student growth measures; and (11) quality control procedures. [For &quot;New Meridian Technical Report 2018-2019,&quot; see ED604241.]
A Study of School Mathematics Curriculum Enacted by Teachers in Singapore Secondary Schools
Author: Toh, Tin Lam
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Secondary School Mathematics,Secondary School Teachers,Mathematics Teachers,Teaching Methods,Instructional Materials,Interaction,Teacher Student Relationship,Secondary School Students,Mathematics Curriculum

This paper provides an overview of a programmatic research project, the Enactment Project, at the National Institute of Education in Singapore. The project studies the enactment of school mathematics by competent experienced teachers in secondary schools and also how widespread practices of these competent experienced teachers are in the classrooms of mathematics teachers in general. It elaborates the two studies and two phases of the project. [This paper is the first in a symposium of four papers. For the second paper &quot;Instructional Strategies Adopted by Experienced Secondary Teachers When Enacting the Singapore School Mathematics Curriculum,&quot; see ED604247. For the third paper &quot;Chronologically-Grounded Survey,&quot; see ED604248. For the fourth paper &quot;Singapore Secondary Mathematics Pedagogy: The DSR DNA,&quot; see ED604249.]
EASE Handbook for Community Colleges: Encouraging Additional Summer Enrollment
Author: Headlam, Camielle
Date: 2020-04-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Two Year College Students,Summer Schools,Enrollment Rate,Information Dissemination,Electronic Mail,Tuition,Grants,Student Financial Aid,Fees,Intervention,Access to Information,Educational Finance

The purpose of this guide is to help college administrators and staff members implement the following two interventions designed to increase summer enrollment rates at their schools: (1) An informational campaign of personalized student communications using email and mail and informed by behavioral science. The campaign simplifies academic, financial aid, and procedural information related to summer enrollment, reminds students about that information, and motivates them to follow through and register for courses; and (2) A similar informational campaign paired with a &quot;last-dollar&quot; tuition-assistance grant that covers the difference between each student's summer tuition and fees and any grant financial aid (such as Pell Grant funding) they have available for summer courses. The interventions were developed and evaluated by MDRC in partnership with the Ohio Association of Community Colleges and 10 Ohio community colleges, as part of the Encouraging Additional Summer Enrollment (EASE) project. These interventions proved effective in MDRC's 2017/2018 randomized controlled trials--the most rigorous form of evaluation--increasing both enrollment in summer courses and credit attainment. Although they did not increase enrollment in the subsequent fall semester, the additional credits earned during the summer helped students make progress toward earning a degree. A resource toolkit includes: (1) Message templates for each strategy, annotated with instructions and tips. Plus an editable version that you can download, copy, and customize; and (2) A summer Pell Grant calculator to estimate students' Pell Grant awards and create personalized messages to tell them how much funding they may have available. [This report was written with Dan Handy.]
Instructional Strategies Adopted by Experienced Secondary Teachers When Enacting the Singapore School Mathematics Curriculum
Author: Kaur, Berinderjeet
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Secondary School Mathematics,Secondary School Teachers,Mathematics Teachers,Mathematics Curriculum,Mathematics Skills,Instructional Materials,Secondary School Students,Experienced Teachers,Curriculum Implementation,Instructional Effectiveness,Educational Quality,Educational Strategies,Problem Solving

Classroom instructional quality is seen as crucial to student learning. Of particular interest is the interpretation and enactment of the intended mathematics curriculum in Singapore schools by experienced mathematics teachers towards quality learning outcomes. This paper discusses the findings from the study which investigate the instructional strategies that are adopted by experienced mathematics teachers based on the intended Singapore school mathematics curriculum. Findings from the study provide important implications for educational policy makers and practitioners on improving teaching and learning. [This paper is the second in a symposium of four papers. For the first paper &quot;A Study of School Mathematics Curriculum Enacted by Teachers in Singapore Secondary Schools,&quot; see ED604245. For the third paper &quot;Chronologically-Grounded Survey,&quot; see ED604248. For the fourth paper &quot;Singapore Secondary Mathematics Pedagogy: The DSR DNA,&quot; see ED604249.]
Chronologically-Grounded Survey
Author: Leong, Yew Hoong
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Secondary School Mathematics,Mathematics Teachers,Secondary School Teachers,Test Construction,Surveys,Teaching Methods,Instructional Materials,Test Validity

This is a common experience among education researchers: we notice a surprising instructional move enacted by a teacher. After deeper reflection, we ask, &quot;How many other teachers in Singapore do this?&quot; In this paper, we describe an instrument we designed that is part of the resource needed to answer such questions. [This paper is the third in a symposium of four papers. For the first paper &quot;A Study of School Mathematics Curriculum Enacted by Teachers in Singapore Secondary Schools,&quot; see ED604245. For the second paper &quot;Instructional Strategies Adopted by Experienced Secondary Teachers When Enacting the Singapore School Mathematics Curriculum,&quot; see ED604247. For the fourth paper &quot;Singapore Secondary Mathematics Pedagogy: The DSR DNA,&quot; see ED604249.]
Singapore Secondary Mathematics Pedagogy: The DSR DNA
Author: Tong, Cherng Luen
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Secondary School Mathematics,Secondary School Teachers,Mathematics Teachers,Mathematics Curriculum,Teaching Methods,Mathematics Skills,Student Centered Learning,Assignments

&quot;The Enactment Project&quot; seeks to find out in more detail what is happening in Singapore mathematics classrooms. In particular, the video data of 30 teachers suggests that there is a distinctive Singapore secondary mathematics pedagogy, almost like its DNA, which is characterized by cycles of Development, Seatwork and Review (DSR). This paper reports findings from the statistical analysis of a survey on a further 689 teachers regarding aspects of the DSR. [This paper is the fourth in a symposium of four papers. For the first paper &quot;A Study of School Mathematics Curriculum Enacted by Teachers in Singapore Secondary Schools,&quot; see ED604245. For the second paper &quot;Instructional Strategies Adopted by Experienced Secondary Teachers When Enacting the Singapore School Mathematics Curriculum,&quot; see ED604247. For the third paper &quot;Chronologically-Grounded Survey,&quot; see ED604248.]
Building a New &quot;Bridge&quot; to Math: A Study of a Transition Program Serving Students with Low Math Skills at a Community College
Author: Boatman, Angela
Date: 2020-03-00
Type: Reports - Research
Subjects: Transitional Programs,Community Colleges,Two Year College Students,Skill Development,Mathematics Skills,Low Achievement,Remedial Mathematics,Remedial Programs,Program Effectiveness,Student Placement,Student Characteristics,Enrollment Trends

A recent study found that one in three Americans between the ages of 16 and 65 lack the skills needed to succeed in middle school math, let alone math at the high school or college level. In some instances, states or colleges have raised standards for developmental courses and routed students who score below the minimum skill level for developmental classes to lower-level college-transition courses or programs such as adult literacy programs. One state that pursued the strategy of raising the minimum skill level required for developmental math was Texas. In 2014, the Texas Higher Education Coordinating Board (THECB) implemented major changes in how the lowest-scoring students should be placed and served in community colleges. After adopting a new placement test, the state raised the cut score for placing students in developmental education and eliminated the lowest-level developmental math course. Colleges were then permitted to choose among several options for serving the lowest-scoring students, who would otherwise have enrolled in that course. This study places the Texas policy in the context of other state reform strategies and examines the response of one Texas college: Houston Community College (HCC). In 2015, HCC replaced the lowest level in the sequence of developmental math courses with a new four-week &quot;Bridge&quot; course for students who score between the fourth- and eighth-grade levels. This Bridge course was intended to boost their basic skills in math to prepare them to tackle the ninth-grade level--the level at which they could enroll in developmental math. This report focuses on interesting findings describing the implementation of this new policy.
Validation of Continuous Measures of Peer Social Interaction with Self- and Teacher-Reports of Friendship and Social Engagement
Author: Altman, Robert L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Peer Relationship,Friendship,Proximity,Interpersonal Communication,Peer Acceptance,Withdrawal (Psychology),Preschool Children,Measurement Equipment,Audio Equipment,Verbal Communication,Preschool Teachers

The present study validates a new procedure that combines continuous measures of proximity (Ubisense) and vocalization (LENA) into measures of peer social interaction. The data were collected from 4 boys and 5 girls (ages 2-3 at the outset) on 8 separate days (3-4 hours per day) over the course of an academic year. Teacher reports of friendship were positively correlated with continuous measures of dyadic social interaction (i.e., the amount of time two children spent in proximity to one another, talking). Self-reports of reciprocated friendship were marginally correlated with continuous measures of dyadic social interaction, but only in the spring semester (when children were older and their reports of friendship more reliable). At the individual level, peer nominations of likeability, and teacher ratings of sociability and withdrawal were correlated with continuous measures of social interaction (i.e., the amount of time a child spent in proximity to other children, talking). [This is the online version of an article published in &quot;European Journal of Developmental Psychology&quot; (ISSN 1740-5629).]
Shifting to Online Learning in the COVID-19 Spring. Policy Brief
Author: Young, Julie
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Disease Control,Crisis Management,Online Courses,Educational Technology,Access to Education,Web Sites,Administrator Role,Teacher Role,Access to Computers,Internet,Integrated Learning Systems,School Districts,Teacher Competencies,Students with Disabilities,School Schedules,COVID-19,Pandemics

The coronavirus known as COVID-19 has worked its way into nearly every corner of the globe and caused, among other restrictions, a shutdown of most schools across the United States. Desperate not to lose time away from the classroom, school officials are rushing to shift instruction to the Internet. Districts and schools face a daunting challenge to convert as much of their instruction as possible, as swiftly as possible, in an organized, effective manner. The time students spend at home online continuing their education can neither be monitored by professional educators nor assessed to determine what they are learning and retaining. This brief presents some important considerations for school administrators and teachers as they attempt to shift their efforts to a virtual platform. It refers to students, families, teachers and technology. At a time when there is much uncertainty about public health, employment and personal finances, it will hopefully assist in the continuing effort to move education forward. [This report was also prepared by Arizona State University Prep Digital.]