ethanporcaro/eric-fulltext-meta huggingface dataset:
ELA Guidebooks: Curriculum Guide, 3-5 (2022). Updated
Author: Louisiana Department of Education
Date: 2022-04-00
Type: Guides - Classroom - Teacher
Subjects: Grade 3,Grade 4,Grade 5,English Instruction,Language Arts,Core Curriculum,Elementary School Curriculum,English Curriculum,Student Educational Objectives,Elementary School Students,Teaching Guides,Instructional Design,Learning Activities,Instructional Materials,Writing Instruction,Reading Instruction

ELA Guidebooks is an English language arts curriculum for core instruction. Made by teachers for teachers, the ELA Guidebooks units ensure all students can read, understand, and express their understanding of complex, grade-level texts, ensuring their readiness for college or a career. Each text collection has a shared idea and contains authentic texts and novels commonly celebrated by teachers and students. Students engage with the texts and ideas repeatedly throughout a unit to build knowledge and tackle big ideas. The latest edition of the ELA Guidebooks launched in 2022 for grades 3-5. This program was created in partnership with The Writing Revolution© as a response to feedback received for ELA Guidebooks 2.0. Teachers and students hoped to see more embedded writing opportunities in an upper elementary curriculum. Louisiana's ELA Guidebooks build students' understanding and knowledge through carefully curated text sets, compelling questions, and integrated reading and writing activities. In the ELA Guidebooks, students: (1) explore central questions that connect units in a year-long pathway; (2) examine texts by diverse authors about substantive topics; (3) engage in varied opportunities to read, discuss, write, and present; and (4) experience integrated instruction and assessment leading to a comprehensive ELA experience.
Grounded and Embodied Mathematical Cognition for Intuition and Proof Playing a Motion-Capture Video Game
Author: Swart, Michael I.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Video Games,Mathematics Skills,Geometry,Mathematics Instruction,Motion,Interaction,Mathematical Logic,Simulation,Validity,Verbal Communication,High School Students,Nonverbal Communication,Mathematical Concepts

Proof, though central to mathematical practice, is rarely explored through the lens of embodiment because of the centrality of abstraction and generalization. We use the case of a high school geometry student to investigate two research questions: (1) How do embodied processes facilitate mathematical learning? (2) How can generalized mathematical truths be manifest through embodied processes that are grounded in particular movements? To engage the body, researchers developed a motion-capture video game, &quot;The Hidden Village,&quot; designed to elicit physical movement via in-game directed actions. In-game interactions complement logic and verbal forms of reasoning by promoting simulated actions, which are shown to recur during the student's proof and justification. Embodied theories of learning offer insights into how learners recruit body-based resources to foster meaning-making and generalization. Embodiment also offers new insights into re-characterizing mathematics curricula in terms of movement, and the promise of new forms of embodied learning technologies. [This paper was published in: &quot;ICLS 2020 Proceedings,&quot; ISLS, 2020, pp. 175-182.]
Embodiment as a Rosetta Stone: Collective Conjecturing in a Multilingual Classroom Using a Motion Capture Geometry Game
Author: Swart, Michael I.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Mathematics Instruction,Thinking Skills,Validity,Mathematical Logic,Video Games,Limited English Speaking,High School Students,Teaching Methods,Cooperative Learning,Databases,Concept Formation,Peer Relationship,Mathematical Concepts,Disadvantaged Schools,Spatial Ability,Motor Reactions,Multilingualism,Nonverbal Communication,Psychomotor Skills

The Hidden Village (THV) is a motion-capture video game for investigating how physical movements foster mathematical thinking and proof practices based on principles of embodied cognition. Analysis of the interactions of students in an all-Limited English Proficiency Title 1 high school geometry classroom revealed ways simulated enactment and collaborative gestural co-construction of mathematical ideas can bridge language barriers. These informed a redesign of THV to support both individual and collaborative play, as well as a collection of authoring tools for players to create their own content and upload it to an online database shared by users worldwide. Players, teachers and learners can implement custom directed movements that could foster deeper mathematical understanding and engagement for them and their peers. [This chapter was published in: &quot;Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,&quot; edited by A. I. Sacristán et al., Cinvestav/AMIUTEM/PME-NA, 2020, pp. 2243-2251.]
Investigating Computer Designs for Grounded and Embodied Mathematical Learning
Author: Nathan, Mitchell
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Mathematics Instruction,High School Students,Undergraduate Students,Validity,Mathematical Logic,Thinking Skills,Nonverbal Communication,Cooperative Learning,Schemata (Cognition),Sensory Experience,Psychomotor Skills,Learning Theories,Computer Software,Video Games,Peer Relationship,Transfer of Training

Findings synthesized across five empirical laboratory- and classroom-based studies of high school and college students engaged in geometric reasoning and proof production during single- and multi-session investigations (346 participants overall) are presented. The findings converge on several design principles for computer technologies to support embodied mathematical thinking and learning: (a) the importance of integrating linguistic and body-based processes, especially via &quot;dynamic gestures,&quot; which enable simulated action of mathematical transformations for hypothesizing, testing, and generalizing universal truths about space and shape; (b) the &quot;cognitive relevance&quot; of directed actions to the concepts under consideration so that action-cognition transduction elicits the bodily interactions needed to influence mathematical reasoning in the intended manner; (c) &quot;collaborative contexts&quot; that foster common ground and shared meaning construction, production of socially mediated gestures, and the emergence of extended and distributed knowledge and representations; (d) conditions that encourage &quot;transfer&quot; of sensorimotor experiences across contexts in order to predict and make sense of the world; and (e) the need to assess learners' knowledge and learning that is expressed nonverbally. &quot;The Hidden Village&quot; is presented as an instance of an embodied learning environment that uses the narrative context of a visual novel to instantiate these design principles and investigate their influences on mathematical thinking and learning. These design principles are placed in terms of larger efforts to articulate a broader theoretical framework of grounded and embodied learning. Together, the interplay of theoretical, empirical and design considerations of grounded and embodied learning reframes learning, transfer, and assessment, offering promising new pathways for an emerging class of learning environments that may propel educational practice and learning theory. [This paper was published in: &quot;Proceedings of the 29th International Conference on Computers in Education,&quot; edited by M. M. T. Rodrigo et al., Asia-Pacific Society for Computers in Education, 2021, pp. 348-58.]
Embodied Transmission of Ideas: Collaborative Construction of Geometry Content and Mathematical Thinking
Author: Kirankumar, Veena
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Mathematics Instruction,High School Students,Video Games,Geometric Concepts,Cooperative Planning,Nonverbal Communication,Design,Motion,Secondary School Mathematics,Educational Technology

This study looks at how students embody their ideas about geometry conjectures and how those ideas travel within and between student groups. In one classroom of a Title 1 high school, students participated in a three-part program in which they: (1) played &quot;The Hidden Village,&quot; a motion-capture video game where they assess the veracity of geometric conjectures (i.e., if it is always true or ever false) while their intuitions, insights, and rationales (including their gestures) are video recorded, (2) designed their own directed actions (i.e., a sequence of movements that represents a body-based interpretation of the structure and transformation of a spatial configuration), and (3) re-played the game with a mixture of previous conjectures combined with the conjectures designed by their peers. Multiple cases revealed ways that simulated enactment and collaborative construction can convey mathematical ideas. [This paper was published in: &quot;CSCL 2021 Proceedings,&quot; International Society of the Learning Sciences, 2021, pp. 177-180.]
Documentation for the 2017-18 National Teacher and Principal Survey. NCES 2022-718
Author: Cox, Shawna
Date: 2022-11-00
Type: Reports - Research
Subjects: Teachers,Principals,Elementary Secondary Education,Administrators,Teacher Attitudes,Administrator Attitudes,Data Collection,Data Processing,Research Methodology,National Surveys

The National Center for Education Statistics (NCES) sponsors the National Teacher and Principal Survey (NTPS) on behalf of the U.S. Department of Education in order to collect data on public and private elementary and secondary schools in the United States. The NTPS is a large-scale, nationally representative sample survey of K-12 public and private schools and the principals/administrators and teachers who staff them in the United States. The NTPS replaced the Schools and Staffing Survey (SASS) in 2015, which had historically collected the information necessary to form a complete picture of elementary and secondary education in the United States. The NTPS has a different structure and sample from previous administrations of SASS; however, it maintains the same focus on schools and their teachers and administrators that was traditionally held by the SASS. Like SASS, the NTPS provides a wide range of opportunities for analysis and reporting on elementary and secondary educational issues. The 2017-18 NTPS consisted of three questionnaires for three target population: a school questionnaire, a principal questionnaire, and a teacher questionnaire. This Documentation report provides information about all phases of the NTPS, from survey questionnaire revisions to survey data collection and all phases of data processing.
The Early Educator Support, Licensure, and Professional Development (EESLPD) Office Conceptual Framework: A Narrative Describing Supporting Early Childhood Educators as Part of the North Carolina Teacher Evaluation Process. CEME Technical Report
Author: Taylor, Heather
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Teachers,Teacher Certification,Professional Development,Coaching (Performance),Teacher Evaluation,Pedagogical Content Knowledge,Child Development,Teacher Competencies,Certification

The components included in this conceptual framework describe the types of supports and resources provided by the Early Educator Support, Licensure, and Professional Development Office (EESLPD) to guide North Carolina (NC) Birth through Kindergarten (B-K) Early Childhood Educators (ECEs) who work in public and nonpublic school settings and have initial (formerly SP I) and/or continuing (formerly SP II) licensure status. The guidance provided by EESLPD Office mentors and evaluators supports ECEs through the licensure process and may positively influence teaching practices used in Pre-K classrooms to promote optimal child growth and development. The cycle of coaching used by mentors and evaluators to support ECEs during the Beginning Teacher Support Process (BTSP) is heavily rooted in forming relationships by using a strengths-based approach that is both individualized and holistic. The conceptual framework is built as a home to emphasize the need for all members of the EESLPD Office team (e.g., ECE, mentor, evaluator, child and family, site administrator) to work together for best practices to occur.
Career Education in Missouri: Show Me Learning That Works
Author: Missouri Department of Elementary and Secondary Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Students,College Students,Technical Institutes

Missouri career education opportunities are preparing young people and adults for the job market and/or further education. These programs combine academics and job-specific skill training to assist in narrowing the skills gap. This resource provides statistics regarding: (1) membership in Missouri Career and Technical Student Organizations (CTSOs); (2) career and technical education (CTE) participation in secondary, postsecondary, and adult (full-time) programs; (3) the number of high school students who received an industry-recognized certificate or credential; (4) the institutions in which Missouri CTE is located; (5) the number of high school graduates who earned the CTE Certificate; and (6) the Missouri Area Career Centers.
Centralized Standards, Local Control: New School Network Seeks to Offer Jewish Families Greater Choice. Issue Brief
Author: Domanico, Ray
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: School Choice,Jews,Judaism,Public Schools,Charter Schools,Religious Schools,Networks,Family School Relationship,Preschool Education,Elementary School Students,Educational Development,Organizations (Groups),Standards,Administrative Organization,Day Schools,Educational Philosophy,Educational Policy

Tamim is an organization designed as a school network, much like those found in the charter school sector, among innovative public schools, and in smaller numbers in other corners of the private school sector. Tamim is built on the notion of expanding existing prekindergarten programs associated with local Chabad Jewish centers into full elementary schools. The Tamim model strives to combine educational excellence with core religious values and education, all within the context of a built-in network of local religious leaders committed to building and sustaining strong and supportive relationships between families and these schools. If this experiment works, it may provide school leaders as well as policymakers with a model of effective religious education within a larger pluralistic approach to education.
Does Affirmative Action Lead to &quot;Mismatch&quot;? A Review of the Evidence. Issue Brief
Author: VerBruggen, Robert
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Affirmative Action,Colleges,Minority Group Students,Racial Factors,Student Adjustment,Peer Relationship,Selective Admission,Law Schools,Undergraduate Study,Admission Criteria,Academic Ability

When students are admitted through admissions preferences--especially when the preferences are large and the students pursue demanding fields of study--do they benefit from going to a more selective school? Or, instead, do they suffer from being &quot;mismatched&quot; with their peers--falling behind, becoming frustrated, receiving low grades, and sometimes switching to easier majors or dropping out? This brief will survey some of the most influential research on this question in order to give a bird's-eye view of the debate.
Supporting Transfer Success: Evidence-Based Lessons and Recommendations
Author: Maryland Higher Education Commission
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Evidence Based Practice,Achievement Gap,College Credits,Academic Advising,Data Use,Community Colleges,Universities

Transfer student success is an increasingly important subject in higher education policy circles in recent years, and for good reason. Almost half of undergraduates attending Maryland's public four-year institutions transfer from the state's community colleges. However, transfer students complete bachelor's degrees at notably lower rates than their counterparts starting at four-year institutions. Improving transfer student outcomes will be integral to meeting the goal of 55% or more of Marylanders holding at least an associate degree by 2025. This policy brief explores the challenges transfer students experience and provides evidence-based policy recommendations by summarizing the findings from rigorous empirical research on the subject.
The Farther You Go, the Closer You Get: Understanding the Roles of Residential Mobility and Distance in Participation in Public School Choice. Technical Report
Author: Edwards, Danielle Sanderson
Date: 2021-07-28
Type: Reports - Research
Subjects: School Choice,Place of Residence,School Location,Student Mobility,Migration,Participation,Relocation,Commuting Students,Residential Patterns,Student Attrition

Families' abilities to participate in public school choice programs may be constrained by residential and school location. We provide some of the first evidence of the role that residential mobility and commute time to school in entry into and exit from inter-district and charter school choice. Using a unique panel of student enrollment and address data, we describe residential mobility patterns, calculate commute times, and estimate a set of hazard models predicting exit from formal choice policies for Michigan students. We find that the majority of students who exit choice programs change residences. Additionally, students have a higher probability of leaving choice programs the farther they travel to school past their assigned school. We conclude that residential mobility and commute are likely significant determinants of families' school choice decisions, especially in their decision to remain in choice programs, and should be considered in future school choice policies and research.
The Roles of Residential Mobility and Distance in Participation in Public School Choice. Policy Brief
Author: Edwards, Danielle Sanderson
Date: 2022-10-18
Type: Reports - Research
Subjects: School Choice,Place of Residence,Proximity,Decision Making,Charter Schools,Student Mobility,Public Schools,Educational Quality,Elementary School Students

School choice advocates argue that choice policies increase access to desirable schools by breaking the link between residence and school placement. However, a growing body of research suggests that the distance from home to school actually influences school choice decisions. In this study, we examine the relationship between residential decisions, commute time to school, and exit from inter-district and charter school choice in Michigan, and draw the following conclusions: (1) A higher percentage of charter and inter-district choice students change residences than students attending schools in their resident district; (2) Residentially mobile students are more likely to exit school choice programs than students who do not change residences. The majority of exits from school choice programs are associated with residential moves. (3) Additional commute time past a student's nearest school is associated with an increased likelihood of exiting school choice; and (4) Almost half of students who exit inter-district choice move into the district that they had been attending through a choice program. Our analyses highlight the interconnectedness of school choice and residential mobility. We also add to the growing body of literature challenging the idea that school choice programs completely decouple residence and schooling options and can alone increase access to high quality schools. [For the corresponding technical paper, &quot;The Farther You Go, the Closer You Get: Understanding the Roles of Residential Mobility and Distance in Participation in Public School Choice,&quot; see ED624269.]
Indicators of School Performance in Texas. REL 2023-146
Author: Li, Yibing
Date: 2022-12-00
Type: Reports - Research
Subjects: Accountability,Low Achievement,Educational Indicators,Student Behavior,Attendance,Discipline,Course Selection (Students),Teacher Characteristics,Teaching Experience,Labor Turnover,Educational Assessment,Elementary Schools,Middle Schools,High Schools,Predictor Variables,Courses,Academic Failure,Suspension,Expulsion,Teacher Persistence,Student Characteristics

The School Improvement Division of the Texas Education Agency (TEA) identifies, monitors, and supports low-performing schools. To identify low-performing schools, TEA assigns annual academic accountability ratings to its districts and schools, but these ratings are provided only once per year and are vulnerable to disruptions in the assessment system. Schools with low accountability ratings are considered low performing. TEA partnered with Regional Educational Laboratory Southwest to explore whether information regularly collected by districts and schools could be the basis for creating indicators to monitor low-performing schools. Using school-level data from the two school years preceding the pandemic (2017/18 and 2018/19), this study examined which student behaviors (such as attendance, coursetaking, and discipline) and teacher factors (such as years of experience and turnover) were associated with the performance of Texas schools on accountability measures that use assessment data. The study found that several student behaviors and teacher factors were associated with the likelihood of schools meeting accountability expectations across school levels and could be used to create indicators that identify whether a school was likely to meet accountability expectations. For elementary schools, these indicators included student attendance and chronic absenteeism; for middle schools, these indicators included student attendance, chronic absenteeism, and discipline; and for high schools, these indicators included student coursetaking and teacher turnover. However, many indicators that identified schools as likely to meet accountability expectations in 2017/18 and 2018/19 did not identify these schools as likely to meet accountability expectations in 2019/20, potentially due to structural changes during the pandemic (such as changes in how attendance was reported). TEA staff can consider using these indicators to identify schools that are not likely to meet accountability expectations and may need extra support during a typical school year. The intent of the indicators is not to replace accountability ratings. Instead, they provide information for TEA staff to identify schools needing supports, monitor these schools throughout the school year, and help determine what supports to provide. [For the appendixes, see ED624272.]