ethanporcaro/eric-fulltext-meta huggingface dataset:
English Language Learner Funding. 50-State Comparison: K-12 Funding
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Funding Formulas,State Policy,Educational Policy,Educational Legislation,English Language Learners,English (Second Language),Second Language Learning,Grants,State Aid,Resource Allocation

Across all 50 states, there are different ways in which states allocate K-12 funding to districts. This document provides information on English language learner funding by state, including funding mechanism and English language learner citation. To classify funding mechanisms that appear in state statute or in regulations, Education Commission of the States created definitions for the terms used on this report. These definitions can be found at the link to the full report. [View the full &quot;50-State Comparison: K-12 Funding&quot; here: https://www.ecs.org/50-state-comparison-k-12-funding/.]
Evaluating the Usability and Instructional Design Quality of Interactive Virtual Training for Teachers (IVT-T)
Author: Shernoff, Elisa S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Usability,Instructional Design,Computer Simulation,Teacher Education,Faculty Development,Classroom Techniques,Rating Scales,Computer Interfaces,Realism,Feedback (Response),Educational Quality,Educational Technology

Simulation offers unique affordances over traditional training (e.g., remote access, mastery learning experiences, immediate feedback) relevant to teacher training in behavior management. This study describes a user-based evaluation of Interactive Virtual Training for Teachers (IVT-T). The study involved observing representative users (seven advanced education majors) perform benchmark tasks with the system, complete rating scales, and participate in interviews to evaluate the usability and instructional design quality of IVT-T. Global usability ratings based on established usability rating scales suggested IVT-T was adequately usable while observations of user performance and semi-structured interviews revealed design shortcomings that impeded effective user performance and informed ways to improve the interface. Observations of user performance, for example, identified 36% of usability problems related to Learning, 19% = Screen Design, 17% = Terminology; 3% = System Capabilities and 25% = Other Problems. Cross analysis of user semi-structured interviews pointed to the system's ability to convey believable, visually appealing, realistic characters and classrooms. More contextual cues, multiple challenging behaviors featured at the same time, and changes to the visual appearance of the classroom would enhance realism. Revisions made to enhance the usability and instructional design elements of IVT-T are discussed. In addition, implications for teacher educators and researchers involved in the development of instructional technologies are summarized along with the potential value of including simulation in teacher training for behavior management. [This paper will be published in &quot;Educational Technology Research and Development.&quot;]
Analyzing Secondary School Students&apos; Mathematical Problem-Solving Attitudes in Terms of Certain Variables
Author: Cagirgan Gulten, Dilek
Date: 2014-10-00
Type: Journal Articles
Subjects: Secondary School Students,Problem Solving,Mathematics Instruction,Student Attitudes,Gender Differences,Age Differences,Preschool Education,Parent Background,Educational Attainment,Mathematics Achievement,Foreign Countries,Grade 5,Grade 6

This research study aims to examine secondary school students' mathematical problem-solving attitudes in terms of certain variables. The study was carried out to determine whether the students' mathematical problem-solving attitudes differ or not in terms of the variables of gender, grade, attending nursery school, parents' education level and mathematical achievement. The research sample consists of the students enrolled in the different grades of randomly chosen secondary schools in the European side of Istanbul during 2013-2014 academic year. The research data were obtained using the &quot;Mathematical Problem Solving Attitude Scale&quot; developed by Canakci and Özdemir (2011) and a personal information form. The statistical analyses of the research data were performed with the package program of SPSS 19.0. The research findings are expected to contribute not only to the literature but also to the planning of teaching process taking into account the students' mathematical problem-solving attitudes. The findings were discussed for further research and researchers in accordance with the relevant literature. [Paper presented at the International Conference on New Trends in Education and Their Implications (5th, Antalya, Turkey, Apr 24-26, 2014).]
At-Risk Funding for Low-Income Students. 50-State Comparison: K-12 Funding
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Funding Formulas,State Policy,Educational Policy,Educational Legislation,At Risk Students,Low Income Students,Lunch Programs,English Language Learners,Foster Care,Federal Programs,Family Programs,Welfare Services,Identification,State Aid,Health Insurance,Children

Across all 50 states, there are different ways in which states allocate K-12 funding to districts. This document provides information on at-risk funding for low-income students by state, including funding mechanism, at-risk identifier, and at-risk citation. To classify funding mechanisms that appear in state statute or in regulations, Education Commission of the States created definitions for the terms used on this report. These definitions can be found at the link to the full report. [View the full &quot;50-State Comparison: K-12 Funding&quot; here: https://www.ecs.org/50-state-comparison-k-12-funding/.]
Gifted and Talented Funding. 50-State Comparison: K-12 Funding
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Funding Formulas,State Policy,Educational Policy,Educational Legislation,Gifted Education,Grants,Resource Allocation,State Aid

Across all 50 states, there are different ways in which states allocate K-12 funding to districts. This document provides information on gifted and talented funding by state, including funding mechanism and gifted and talented citation. To classify funding mechanisms that appear in state statute or in regulations, Education Commission of the States created definitions for the terms used on this report. These definitions can be found at the link to the full report. [View the full &quot;50-State Comparison: K-12 Funding&quot; here: https://www.ecs.org/50-state-comparison-k-12-funding/.]
Small Size or Isolated Funding Adjustment. 50-State Comparison: K-12 Funding
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Funding Formulas,State Policy,Educational Policy,Educational Legislation,Small Schools,Geographic Isolation,Identification,Grants,Resource Allocation,State Aid

Across all 50 states, there are different ways in which states allocate K-12 funding to districts. This document provides information on small size or isolated funding adjustments, including funding mechanism, small size/isolated identifier, and small size/isolated citation. To classify funding mechanisms that appear in state statute or in regulations, Education Commission of the States created definitions for the terms used on this report. These definitions can be found at the link to the full report. [View the full &quot;50-State Comparison: K-12 Funding&quot; here: https://www.ecs.org/50-state-comparison-k-12-funding/.]
All Data Points for All States -- Part 2. 50-State Comparison: K-12 Funding
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Funding Formulas,State Policy,Educational Policy,Educational Legislation,State Aid,Low Income Students,At Risk Students,Identification,Gifted Education,Small Schools,Geographic Isolation,Lunch Programs,Grants,Resource Allocation,Family Programs,Federal Programs,Welfare Services,Health Insurance,Children

Across all 50 states, there are different ways in which states allocate K-12 funding to districts. This document provides information for each state on: at-risk funding for low-income students and funding mechanism, at-risk identifier, at-risk citation, gifted and talented funding and funding mechanism, gifted and talented citation, small size or isolated adjustment and funding mechanism, small size/isolated identifier, and small size/isolated citation. To classify funding mechanisms that appear in state statute or in regulations, Education Commission of the States created definitions for the terms used on this report. These definitions can be found at the link to the full report. [View the full &quot;50-State Comparison: K-12 Funding&quot; here: https://www.ecs.org/50-state-comparison-k-12-funding/.]
The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments. REL 2020-039
Author: Gersten, Russell
Date: 2020-09-00
Type: Reports - Research
Subjects: Mathematics Tests,Diagnostic Tests,Test Reliability,Test Validity,Interrater Reliability,Fidelity,Grade 1,Grade 3,Elementary School Teachers,Elementary School Students

Several school districts in Georgia use two teacher-administered diagnostic assessments of student knowledge of mathematics as part of their multi-tiered system of support in grades K-8: the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of Education, 2011), which comes in two formats (Counting Interview and Written Assessment). However, little is known about whether two teachers using the same assessment to assess the same student on two occasions within a short period of time assign the same Stage Score (interassessor reliability) or about how useful the teachers found the assessments (consequential validity). Rather than relying on occasional testimonials from the field, decisions about using diagnostic assessments across the state should be based on psychometric data from an external source. Districts not currently using the GloSS and IKAN assessments have indicated an interest in using them, if they are proven to be reliable and valid diagnostic assessments, to assess students' understanding of mathematics and determine appropriate levels of instruction and intervention. This study found adequate interassessor reliability for the GloSS and for the IKAN Counting Interview but not for the IKAN Written Assessment. The IKAN Written Assessment requires additional attention to improve training so that reliability can be established. Teachers indicated that they found the screening data from the GloSS and IKAN assessments more useful for guiding decisions about student instruction and intervention than the screening data currently employed. Although teachers in the study's focus groups expressed strong support for both assessments, teachers reported in the study's survey that the GloSS is more useful than the IKAN because it assesses students' solution strategies, unlike most other mathematics assessments. Teachers also expressed some criticisms of both assessments; for example, they believed that the GloSS should include vocabulary familiar to students and that the IKAN Written Assessment should be untimed. [For the appendixes, see ED607586; for the study snapshot, see ED607587.]
The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments. Appendixes. REL 2020-039
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Research
Subjects: Mathematics Tests,Diagnostic Tests,Test Reliability,Test Validity,Interrater Reliability,Fidelity,Grade 1,Grade 3,Elementary School Teachers,Elementary School Students

This document are the appendixes for the report, &quot;The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments.&quot; Rather than relying on occasional testimonials from the field, decisions about using diagnostic assessments across the state should be based on psychometric data from an external source. Districts not currently using the Global Strategy Stage (GloSS) and Individual Knowledge Assessment of Number (IKAN) assessments have indicated an interest in using them, if they are proven to be reliable and valid diagnostic assessments, to assess students' understanding of mathematics and determine appropriate levels of instruction and intervention. This study found adequate interassessor reliability for the GloSS and for the IKAN Counting Interview but not for the IKAN Written Assessment. The IKAN Written Assessment requires additional attention to improve training so that reliability can be established. Teachers indicated that they found the screening data from the GloSS and IKAN assessments more useful for guiding decisions about student instruction and intervention than the screening data currently employed. Although teachers in the study's focus groups expressed strong support for both assessments, teachers reported in the study's survey that the GloSS is more useful than the IKAN because it assesses students' solution strategies, unlike most other mathematics assessments. Teachers also expressed some criticisms of both assessments; for example, they believed that the GloSS should include vocabulary familiar to students and that the IKAN Written Assessment should be untimed. Three appendixes are included in the document. [For the full report, see ED607585; for the study snapshot, see ED607587.]
The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments. Study Snapshot. REL 2020-039
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Mathematics Tests,Diagnostic Tests,Test Reliability,Test Validity,Interrater Reliability,Fidelity,Grade 1,Grade 3,Elementary School Teachers,Elementary School Students

Teachers need to assess their students' current level of mathematical understanding to provide appropriate interventions for students who are struggling. Several school districts in Georgia currently use two assessments for this purpose--the Global Strategy Stage (GloSS) and the Individual Knowledge Assessment of Number (IKAN). The IKAN is available in two formats: the IKAN Counting Interview, which is for students performing at lower levels on the GloSS, and the IKAN Written Assessment, which is for students performing at higher levels on the GloSS. The Regional Educational Laboratory Southeast conducted an exploratory study to analyze Georgia-specific grade 1 and grade 3 data on interassessor reliability and consequential validity of the GloSS and IKAN assessments. The analysis was designed to inform the state's recommendations on whether and how districts could use these assessments. Interassessor reliability indicates whether two teachers using the same assessment to assess the same student on two occasions within a short period of time reach the same Stage Score, and in this study consequential validity is a gauge of how useful the teachers found the assessments. [For the full report, see ED607585; for the appendixes, see ED607586.]
Development of a Collaborative Interaction Management System (CIMS) for Selected Higher Educational Institutions in the Philippines
Author: Mata-Domingo, Salvacion
Date: 2020-09-00
Type: Journal Articles
Subjects: Higher Education,Management Systems,Cooperative Learning,Group Dynamics,College Students,College Faculty,Accuracy,Reliability,Student Evaluation,Computer Software,Foreign Countries,Teacher Student Relationship,Computer Mediated Communication,Peer Relationship,Group Discussion

This study developed a framework that can be used to build a forum environment, referred to as a Collaborative Interaction Management System (CIMS) that incorporates an automated method of assessing student's individual contributions and group collaborative learning. The framework was fine-tuned by conducting a survey that identified 20 major features that faculty and students from various universities in the National Capital Region of the Philippines mostly prefer to be included in a forum environment. A web-based prototype software was then developed that implements the framework along with the assessment method and the 20 top features. To determine the validity of the main feature of CIMS (i.e., the assessment method), sample forum data consisting of 28 threads with a total of more than 1000 messages spanning various topic domains was collected from the Slashdot forum and the numeric ratings assigned to messages in this data was used to measure accuracy and reliability of the numeric ratings assigned by CIMS by analyzing it using Cohen's Kappa. Based on the results of the survey, the overall means have identified that both faculty and students feel that the prototype software are functional, reliable, and usable enough.
Children&apos;s Budget 2017
Author: Merker, Rachel, Ed.
Date: 2017-00-00
Type: Books
Subjects: Budgets,Federal Aid,Federal Government,Federal Legislation,Child Welfare,Early Childhood Education,Military Personnel,Health,Housing,Income,Nutrition,Taxes,Child Safety,Youth Programs,Training,Children,Adolescents,Infants,Health Services,Social Services,Grants,Child Development,Early Intervention,Educational Legislation,Elementary Secondary Education,Preschool Education,Family Programs,Community Programs,Equal Education

&quot;Children's Budget 2017&quot; captures and analyzes historical funding data and spending trends across a wide range of policy areas including child welfare, early childhood, education, health, housing, income support, nutrition, safety and training, tracking federal investments in nearly 200 different programs. For each program listed, this book reports the nominal funding level and the nominal percent change from the previous year, as well as the real percent change. To determine the amount of money spent on children, this book draws on the work of the Urban Institute in &quot;Kids' Share 2016: Federal Expenditures on Children through 2015 and Future Projections&quot; (ED607634). This publication can be used as a resource to inform policymakers, the media, and the public about how children are impacted by federal budget and policy decisions. [For the 2016 report, see ED570111.]
Children&apos;s Budget 2018
Author: Dallafior, Michelle, Ed.
Date: 2018-00-00
Type: Books
Subjects: Budgets,Federal Aid,Federal Government,Federal Legislation,Child Welfare,Early Childhood Education,Military Personnel,Health,Housing,Income,Nutrition,Taxes,Child Safety,Youth Programs,Training,Children,Adolescents,Infants,Health Services,Social Services,Grants,Child Development,Early Intervention,Educational Legislation,Elementary Secondary Education,Preschool Education,Family Programs,Community Programs,Equal Education

&quot;Children's Budget 2018&quot; captures and analyzes historical funding data and spending trends across a wide range of policy areas including child welfare, early childhood, education, health, housing, income support, nutrition, safety and training, tracking federal investments in nearly 200 different programs. To determine the amount of money spent on children, this book relies on Agency reporting and data. For a handful of programs, this book relies on the work of the Urban Institute in &quot;Kids' Share 2017: Report on Federal Expenditures on Children through 2016 and Future Projections&quot; (ED607635). Some highlights of this analysis include: (1) Children receive a smaller piece of the Federal pie today than they did four years ago. The share of total federal spending on children has declined by 1.7 percent since FY 2014 (from 8.20 percent to 8.06 percent); (2) However, the share of total federal spending on children rose 1.1 percent from FY 2017 (when it was 7.97 percent), thanks to important investments following passage of the Bipartisan Budget Act of 2018 (PL 115-123); (3) In FY 2018, the federal government spent 7.7 percent of its budget on the interest on the national debt--nearly as much as the 8.06 percent it spent on children. The Urban Institute estimates federal spending on interest on the debt will surpass all federal investments on children in FY 2020; (4) If enacted, the President's FY 2019 Budget Proposal would eliminate 41 programs serving children and cut numerous others, reducing the share of spending on kids to 6.89 percent; and (5) The Budget Control Act of 2011 (PL 112-25) cap on non-defense discretionary spending will drop $55 billion (from $597 billion to $542 billion) in FY 2020--jeopardizing gains under the Bipartisan Budget Act. [For the 2017 report, see ED607589.]
LGBTQ-Inclusive and Supportive Teaching Practices: The Experiences of LGBTQ and Non-LGBTQ Educators. GLSEN Research Brief
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2020-00-00
Type: Reports - Research
Subjects: LGBTQ People,Teaching Methods,Barriers,Student Diversity,Diversity (Faculty),Secondary School Teachers,Student Needs,Teaching Conditions,Educational Environment,Social Justice,Consciousness Raising,Teacher Role,Equal Opportunities (Jobs),Job Security

GLSEN's research brief &quot;LGBTQ-Inclusive and Supportive Teaching: The Experiences of LGBTQ and non-LGBTQ Educators&quot; provides an examination of teachers' LGBTQ-inclusive and supportive practices and the barriers teachers face to engaging in strategies to support LGBTQ youth. The brief discusses the experiences of LGBTQ teachers and non-LGBTQ teachers, using data from a national sample of secondary teachers from GLSEN's &quot;From Teasing to Torment: School Climate Revisited&quot; and Millersville University's National Survey of Educators' Perceptions of School Climate. This brief reviews findings that show, overall: (1) Half of teachers engage in at least one LGBTQ-supportive practice; and (2) Three-quarters of teachers face at least one barrier to engaging in LGBTQ-inclusive and supportive practices. LGBTQ teachers were more likely to: (1) Engage in LGBTQ-affirming and supportive teaching practices; and (2) Report barriers to engaging in LGBTQ-affirming and supportive teaching practices from external sources such as (1) backlash from the administration, parents, and community and (2) fear for their job security. In addition, many LGBTQ teachers fear job loss simply because of their LGBTQ identity. As of June 15, 2020, LGBTQ identities are recognized as a federally protected class, making it illegal to fire someone because of their sexual orientation or gender identity in all 50 states, territories, and Washington D.C. Though LGBTQ teachers are now protected from the threat of being fired for coming out at school, they still may face school climates that are hostile and unwelcoming, which in turn can impact their LGBTQ-inclusive and supportive teaching. The brief concludes with recommendations for improving school environments for LGBTQ teachers and LGBTQ youth so that both can thrive and succeed. [For &quot;From Teasing to Torment: School Climate Revisited,&quot; see ED570443.]