ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating the Clinical Component of Teacher Preparation Programs. Evaluating and Improving Teacher Preparation Programs
Author: Hollins, Etta
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Program Improvement,Teacher Education Programs,Preservice Teacher Education,Student Teaching,Internship Programs,Practicums,Partnerships in Education,Community Involvement,Schools

This paper focuses on the evaluation of the clinical component of preservice teacher preparation. In this paper, clinical experience in teacher preparation refers to the &quot;application of academic knowledge to practice&quot; in classrooms, schools, and communities where candidates learn to &quot;contextualize&quot; the curriculum, learning experiences, and other teaching practices for specific individuals and groups of students. The authors describe and provide examples of promising practices for several types of clinical experiences with different purposes and approaches including traditional student teaching, special purpose practicums, internships, and residencies. The discussion in this paper is organized into four sections. The first section addresses variations in clinical experiences related to the application of academic knowledge to practice in classrooms and other settings. The second section is focused on community-based clinical experiences addressing the preparation, recruitment, and retention of teachers for schools serving urban and underserved students. The third section describes statewide initiatives for teacher residencies that address teacher shortages in specific subject areas and schools facing staffing challenges. The final section presents a proposal for a research-based approach for evaluating the clinical component of teacher preparation focused on quality indicators with the highest value in developing teaching efficacy.
Principal Leadership and School Performance: An Examination of Instructional Leadership and Organizational Management
Author: Sebastian, James
Date: 2018-00-00
Type: Reports - Research
Subjects: Principals,School Administration,Leadership Effectiveness,Instructional Leadership,School Effectiveness,Achievement Gains,Self Evaluation (Individuals),Public Schools,Administrator Responsibility,Administrator Attitudes,Elementary Schools,State Standards,Standardized Tests

Recent research work in school leadership highlighting the importance of principals' organizational management skills has prompted scholars to consider their importance in relation to instructional leadership skills. However, there is limited empirical work that directly compares these leadership skills and their importance for school outcomes. In this study, we use principals' self-ratings to construct typologies of effectiveness in both domains and compare their relationship to student achievement. Our results show that principals view themselves as either strong or weak on instructional leadership and organizational management skills simultaneously. We also find that learning gains vary significantly across the principal profiles. [This is the online version of an article published in &quot;Leadership and Policy in Schools&quot; (ISSN 1570-0763). For the final published version of this article, see EJ1238043.]
Redesigning for a Strategic Approach to Human Capital Management: Spotlight on San Antonio Independent School District
Author: Office of Elementary and Secondary Education (OESE) (ED), Office of Effective Educator Development Programs (EEDP)
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Master Teachers,Human Capital,School Districts,Academic Achievement,Teacher Selection,Teacher Effectiveness,Educational Improvement,Change Strategies,Educational Cooperation,Sustainability,Talent Development

This document profiles San Antonio Independent School District (SAISD), a Teacher Incentive Fund (TIF) grantee, who adopted a strategic approach to teacher recruitment and retention that included an organizational district redesign and implementation of a master teacher program using revised talent management practices and an aligned, competency-based approach. The document summarizes SAISD's approach and offers considerations for implementing a talent management and master teacher approach. After just one year of implementation, SAISD demonstrated a fast-improving district based on the Texas Education Agency accountability system, and a high Master Teacher retention rate. [This report was produced by the Teacher Quality Programs (TQP) Technical Assistance Center.]
Breakfast Report: Health Risk Behaviors of Students Who Eat Breakfast Daily and Students Who Do Not Eat Breakfast. 2021 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2021-11-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Health Behavior,High School Students,Eating Habits,At Risk Persons,Student Characteristics,Racial Differences,Ethnicity,Age Differences,Physical Activity Level,Athletics,Sleep,Grades (Scholastic),Safety,Risk,Victims,Mental Health,Psychological Patterns,Smoking,Drinking,Drug Abuse,Sexuality,Weapons,Injuries,Obesity,Bullying,Television Viewing,Computer Use

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. The 2021 YRBS was conducted in February-March 2021. Data used in this report from the 2021 YRBS are based on a random sample survey of Montana high school students. The weighted data results contained in this report can be used to make inferences about the priority health-risk behaviors of all high school students in grades 9 through 12 in all schools in Montana. For the purpose of this report, two responses from the &quot;breakfast&quot; question were compared with association to other health risk behaviors: students who reported that they did not eat breakfast on any of the past 7 days and students who reported eating breakfast on all of the past 7 days. Fifty-four separate risk behaviors were queried for association with eating or not eating breakfast. These findings are presented in bullet, table, and graph forms in the report. [This report was produced by the Montana Office of Public Instruction's Coordinated School Health Unit. For the 2019 report, see ED599095.]
American Indian High School Results. 2021 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,High School Students,Health Behavior,Risk,American Indian Students,Injuries,Violence,Safety,Mental Health,Depression (Psychology),Suicide,Smoking,Drug Abuse,Alcohol Abuse,Marijuana,Sexuality,Contraception,Sexually Transmitted Diseases,Prevention,Nutrition,Eating Habits,Physical Activity Level,Gender Differences,Reservation American Indians,Geographic Location,Obesity

Montana is proud to have completed over three decades of participation in the Youth Risk Behavior Survey (YRBS). These results are valuable to educators, school boards, and communities, including parents and students, in understanding the health risks of Montana students, enabling districts to design local health and physical education curriculum to address local needs. In addition, these results drive state collaboration as well as program and policy decisions. The Montana Office of Public Instruction uses these results to establish benchmarks for reducing adolescent risk behaviors and increasing pro-social behaviors, designing state priorities for health programs, and evaluating the effectiveness of many health-related programs across the health and education systems. During the spring of the 2020-2021 school year, when schools faced many challenges, 98% of all school districts, and 22,576 students in grades 7 through 12 completed the survey. The 2021 YRBS results are the students' story and a &quot;snapshot in time&quot; of their experiences. This American Indian Students Report contains frequency distributions, point of interest (POI) graphs, and trend charts. [A list of the Survey's co-sponsors can be found on page 70 of the PDF. Cover title varies: &quot;2021 Montana Youth Risk Behavior Survey -- American Indian Student Report.&quot;]
Gender Comparison Report. 2021 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2021-11-00
Type: Numerical/Quantitative Data
Subjects: Health Behavior,High School Students,Risk,National Surveys,Gender Differences,Injuries,Violence,Smoking,Alcohol Abuse,Drinking,Drug Abuse,Sexuality,Pregnancy,Sexually Transmitted Diseases,Eating Habits,Physical Activity Level,Safety,Weapons,Attendance,Dating (Social),Mental Health,Hunger,Diseases,Special Needs Students

Montana is proud to have completed over three decades of participation in the Youth Risk Behavior Survey (YRBS). These results are valuable to educators, school boards, and communities, including parents and students, in understanding the health risks of Montana students, enabling districts to design local health and physical education curriculum to address local needs. In addition, these results drive state collaboration as well as program and policy decisions. The Montana Office of Public Instruction uses these results to establish benchmarks for reducing adolescent risk behaviors and increasing pro-social behaviors, designing state priorities for health programs, and evaluating the effectiveness of many health-related programs across the health and education systems. This Gender Comparison Report shows statistics in the six health-risk areas of the YRBS: (1) Unintentional injuries and violence; (2) Tobacco use; (3) Alcohol &amp; other drug abuse; (4) Sexual behaviors related to unintended pregnancy and sexually transmitted infections (STIs); (5) Unhealthy dietary behaviors; and (6) Physical inactivity. [This report was produced by Montana Office of Public Instruction's Coordinated School Health Unit.]
Toward Building a Fair Peer Recommender to Support Help-Seeking in Online Learning
Author: Li, Chenglu
Date: 2022-02-13
Type: Reports - Research
Subjects: Peer Relationship,Help Seeking,Electronic Learning,Distance Education,Discussion Groups,Algebra,College Students,Equal Education,Prediction,Artificial Intelligence,Disproportionate Representation,Gender Differences,Age Differences

Help-seeking is a valuable practice in online discussion forums. However, the asynchronicity and information overload of online discussion forums have made it challenging for help seekers and providers to connect effectively. This study formulated a new method to provide fair and accurate insights toward building a peer recommender to support help-seeking in online learning. Specifically, we developed the fair network embedding (Fair-NE) model and compared it with existing popular models. We trained and evaluated the models with a large dataset consisting of 187,450 discussion post-reply pairs by 10,182 Algebra I online learners from 2015 to 2020. Finally, we examined models with representation fairness, predictive accuracy, and predictive fairness. The results showed that the Fair-NE can achieve superior fairness in genders and races while retaining competitive predictive accuracy. This study marks a paradigm change from previous investigation and evaluation of fair artificial intelligence to proactively build fair artificial intelligence in education. [This is the online first version of an article published in &quot;Distance Education.&quot; For the final published version of this article, see EJ1331431.]
A Dictionary and Thesaurus of Contemporary Figurative Language and Metaphor 2022
Author: Stockdale, Joseph Gagen, III
Date: 2022-05-03
Type: Reference Materials - Vocabularies/Classifications
Subjects: Dictionaries,Resource Materials,Second Language Learning,Second Language Instruction,English (Second Language),Figurative Language,Social Media,Social Change,Phrase Structure,Language Usage,Military Personnel,Language Teachers,Foreign Countries,Grammar,Lesson Plans,Natural Language Processing,Computational Linguistics,Verbs

The third and latest (2022) edition of this dictionary and thesaurus of contemporary figurative language and metaphor has been updated to better reflect the language of groups, social media, and social change. The work seeks to identify language used figuratively in everyday contemporary English, along with its distinguishing collocates. The first entry is &quot;ablaze,&quot; and the last entry is &quot;Zuckerberg (the Russian Mark Zuckerberg, etc.).&quot; Each entry is tagged by what cognitive linguists sometimes describe as target and source; in general, each entry seeks to highlight a physical basis. Tags include ones like shape; direction; weight; trips &amp; journeys; past &amp; present; feeling &amp; emotion, etc. The compiler is a lifelong EFL teacher of adult military students in Saudi Arabia, and his interest in figurative language arose during his work. The result reinforces that language used figuratively based on our lives and experiences is common and important in all types of communication. For example, a &quot;tug-of-war&quot; from the experience of our childhood can describe a struggle with radar on a plane that results in hundreds of fatalities, and a &quot;conversation&quot; nowadays often suggests much more than simply a talk between two people. The work has implications for ESL / EFL teaching, which tends to focus on the literal meanings of words, usually the first sense in a dictionary. Clearly, more attention should be paid to other senses of words, and this work will help to identify and classify them. This is a reference for ESL / EFL teachers, curriculum developers, materials writers, and teacher trainers. However, it has also been found useful as a dataset by linguists and computer experts interested in metaphor detection, natural language processing (NLP), artificial intelligence (AI), and social-media analysis. Preliminary short discussions based on the work include (1) 60 + common metaphors (2) Collocation (3) Epithets (4) Persons (5) The &quot;container&quot; metaphor (6) Grammatical metaphor, fictive verbs, etc. (7) Past, present and future (8) Allusions (9) Euphemisms (10) Gestures and bodily reactions (11) Shapes and parts-whole (12) Animacy (13) Persistence, survival and endurance (15) Quotations (16) Synonyms and opposites (17) Lessons and exercises (18) To the ESL /EFL teacher, which focuses on how the dictionary and thesaurus impacts the knowledge and experience base of the ESL / EFL teacher and (19) An alphabetized list of the thesaurus categories. [For the previous edition (2020), see ED608312.]
Mindfulness Meditation for Student Success: The Impact of a Virtual Meditation Group on Community College Student Stress Coping, Resilience, and Persistence
Author: McKenzie, Shannon Brooke
Date: 2022-05-00
Type: Tests/Questionnaires
Subjects: Metacognition,Coping,Academic Achievement,Resilience (Psychology),Workshops,Computer Simulation,College Students,Stress Variables,Academic Persistence,Correlation,Online Courses,Action Research,Educational Benefits,Community Colleges,Two Year College Students,Student Attitudes,Diaries,School Holding Power

This scholarly research project details the creation of a virtual 8-week mindfulness meditation workshop for community college students. The purpose of this action research convergent parallel mixed methods study was to examine the effects and impacts of an online mindfulness meditation college student group on student stress coping, resilience, and college persistence. This study examined three research questions. The impacts of the virtual Mindfulness Meditation group on college students' stress coping, mindfulness, and resilience were increased meditation sessions, stress coping or of tools for stress coping benefits, and a positive impact on resilience. Participation in a Mindfulness Meditation group appears to have a positive effect on college students' academic persistence, demonstrated by a high persistence rate and self-reported positive influence on academic performance. The experience of the students in the Mindfulness Meditation group as it relates to the areas of stress coping, resilience, and college persistence was primarily positive, with three key themes emerging: positive feelings or sensations, increased mindfulness, and a feeling of community in the workshop. Limitations of the study and suggestions for further research are discussed. Finally, implications for practice, including expanding meditation and mindfulness opportunities for students are discussed as a way to increase student's stress coping, resilience, and college persistence. Data collection instruments are appended.
Managing the Ethiopian Education System amid Emergencies: Lessons from COVID-19 Global Crisis
Author: Agezew, Birhanu Haile
Date: 2022-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Foreign Countries,Teacher Attitudes,Principals,Student Attitudes,Educational Change,Educational Policy,Educational Administration,Faculty Development,Emergency Programs,School Closing,Crisis Management,Educational Practices,Barriers,Academic Achievement,Student Characteristics,Access to Education,Educational Improvement

This study, which was based on the Pragmatism research philosophy, sought to determine the extent to which the COVID-19 global pandemic had disrupted the school system in the SNNPR and the Oromia Regional States of Ethiopia. Both quantitative and qualitative data strands were collected simultaneously using an embedded research design. The surveys were completed by 268 teachers and 575 pupils in order to determine the level of disturbance and the strategies in place. In addition, 10 school principals and 10 Wereda education office heads took part in the interview. The study identified that the COVID-19 global pandemic has significantly disrupted (F=3.76829, P&lt;0.05) the education systems in the above two regions. The government's policies and tactics to avert the scenario were not properly executed at the grassroots level. As a result, in order to solve such an unusual educational crisis, this study developed an integrative model incorporating system variables, administrative variables, academic variables, and student variables. Therefore, this study recommends challenging 'reinventing the wheel' by applying diversifying teacher training practices, improving school level technologies, and adapting emergency responsive education policies at the school level.
Internalizing and Externalizing Behaviors of Children with Writing Disabilities
Author: Jordan, Rebecca L. P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Behavior Problems,Writing Difficulties,Elementary School Students,Learning Disabilities,At Risk Students,Behavior Patterns,Intervention,Student Behavior,Achievement Tests,Students with Disabilities

Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically developing writers (TDW) from first through fourth grade (N = 138). We found that students who are AR-WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial. [This article was published in &quot;Learning Disabilities Research &amp; Practice&quot; (EJ1252724).
The Color of Opportunity: How Formula Underfunding Disproportionately Impacts New Jersey&apos;s Black and Latino Students
Author: Farrie, Danielle
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: African American Students,Hispanic American Students,Disproportionate Representation,Funding Formulas,Racial Differences,Socioeconomic Status,Ethnicity,State Legislation,Racial Segregation,School Segregation,State Aid,Income,Educational Finance,Resource Allocation,School Districts,Racial Composition,Public Schools,White Students,Asian American Students

New Jersey's School Funding Reform Act (SFRA) is a &quot;weighted&quot; funding formula, designed to deliver adequate funding based on the unique student needs in every school district across the state. The SFRA included key elements to address long-standing racial and socio-economic disparities in New Jersey's public school system, most notably additional funding and resources for low-income students and districts with high levels of student poverty. Yet the State Legislature's continuing failure to fund the formula at required levels for more than a decade has increased, rather than reduced, education inequity among districts. Not well understood in the ongoing debates over school funding is the reality that a large percentage of New Jersey's Black and Latino students attend school in racially segregated districts that also rely heavily on state aid and lack the fiscal capacity to raise funding from the local property tax. In this report, the authors examine for the first time the stark disparities in education funding of Black and Latino students and districts serving disproportionate enrollments of those students. The report analyzes total spending gaps relative to full formula funding and explore the sources of those gaps through an examination of state and local revenue. The findings are troubling and underscore the urgent need for the Legislature and Executive to speed up the path to full formula funding, along with other policy changes to fulfill the State's obligation to provide adequate funding for a thorough and efficient education to all students.
Forum Guide to Metadata. NFES 2021-110
Author: National Forum on Education Statistics (ED/IES)
Date: 2021-11-00
Type: Guides - Non-Classroom
Subjects: Metadata,Information Management,Data Collection,Data Use,Privacy,Information Security,Educational Research,Educational Benefits,Planning,Database Management Systems,Governance,Program Implementation,Cost Effectiveness,Needs Assessment,Case Studies

The &quot;Forum Guide to Metadata&quot; presents and examines the ways in which metadata can be used by education agencies to improve data quality and promote a better understanding of education data. Supported by metadata-related case studies from state and local education agencies, the guide highlights the uses of metadata from a technical point of view, as well as the perspectives of data management, data reporting and use, and data privacy and security. The guide further discusses how to plan and successfully implement a metadata system in an education setting and provides examples of standard metadata items and definitions to assist agencies with standardization. Chapter 1 introduces the concept of metadata, or data about data, especially as related to education agencies and education data systems, and discusses metadata as a critical element of sound data management. Chapter 1 continues with a discussion of the benefits of metadata and an examination of an education metadata system and its common components. Chapter 2 focuses on the varied uses of metadata from perspectives including technical metadata, data management metadata, data reporting and use metadata, privacy metadata, and business rules. Chapter 3 discusses planning processes that contribute to the successful implementation of a metadata system in an education setting. Finally, Chapter 4 is composed of metadata-related case studies highlighting the challenges, complexities, and lessons learned from metadata management experiences at the state education agency (SEA) and local education agency (LEA) levels. [For the 2009 version of this guide, see ED507747.]