ethanporcaro/eric-fulltext-meta huggingface dataset:
Characteristics of Child Care Providers&apos; Collaborations. 2019 Research Brief
Author: Broadstone, Meghan
Date: 2019-00-00
Type: Reports - Research
Subjects: Child Care,Child Caregivers,Agency Cooperation,Early Childhood Education,Educational Quality,Educational Improvement,Program Effectiveness

In this brief, the authors examine potential differences between child care providers engaged in formal collaborations organized through state-level initiatives versus informal collaborations that are self-directed. The brief presents findings from an EDC study on child care collaboration conducted in Maryland and Vermont. In previous research, the authors found that child care collaborations can help child care providers improve the quality of services they provide to children and their families.
Research and the Promise of Personalized Learning. 2 in a Series. Making Learning Personal for All
Author: Digital Promise Global
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Educational Research,Technology Uses in Education,Student Diversity,Research Utilization,Elementary Secondary Education,Success

Effective classroom teachers have always personalized learning. But they have done so with limited structural supports, such as curriculum, pedagogy, tools, and resources specifically designed to support personalization. For the education community to bring personalized learning more systematically to many more learners, research about how students learn needs to be leveraged so the accuracy and precision of personalization can be improved. This paper focuses on four points: (1) Personalized learning must begin with research; (2) Technology can be used to translate research to support learner variability for personalized learning practices providing structures, strategies, and scale; (3) In the push for a common understand of &quot;what&quot; personalized learning is, it is critical not to lose sight of the &quot;why&quot;; and (4) Understanding learners creates pathways to success.
Supporting Research-Based Personalization for Reading Success. 3 in a Series. Making Learning Personal for All
Author: Sheppard, Shannon M.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Student Diversity,Primary Education,Reading Research,Reading Instruction,Decoding (Reading),Social Emotional Learning,Cognitive Processes,Language,Literacy,Student Characteristics,Background,Native Language

To meet the growth in learner diversity in today's classroom, a new paradigm for improving the precision and accuracy of &quot;personalization&quot; is critical to address the needs of students who are held back by traditional pathways designed for the mythical &quot;average&quot; learner. In response to this challenge, Digital Promise Global has embarked on a multi-year initiative, Learner Positioning Systems™ (LPS). The culmination of two years of systematic literature review and framework development, the LPS website is a free, open-source digital resource presenting the research behind the Learner Factors (&quot;Factors&quot;) that most impact learner variability. The LPS app translates the Factor research into actionable educational product design and curriculum strategies for developers and educators to support research-based personalization for the full diversity of learners. This paper provides an overview of the research behind LPS's first area of focus, K-3 Reading. Beginning with the common standards used to evaluate reading success, the paper then details each area of LPS's K-3 Reading research and identifies the specific Factors with links to full annotated bibliographies for each. Finally, this paper explores interactions among Factors to highlight the complexity inherent in each person's individual learning path.
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Florida. Narrative Report
Author: Copeman Petig, Abby
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Course Descriptions,Course Content,Field Experience Programs,Required Courses,Practicums,Teacher Characteristics,Faculty Development,Family Involvement,Mathematics,Bilingual Students,Bilingual Education

This report describes the early childhood degree programs offered in Florida, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics, as well as the extent to which Florida ECE higher education programs are incorporating early math, family engagement, and working with dual language learners. This report is part of our Early Childhood Higher Education Inventory. The &quot;Early Childhood Higher Education Inventory,&quot; administered by the Center for the Study of Child Care Employment at the University of California at Berkeley, assists policymakers and other stakeholders to develop a more coordinated and comprehensive professional preparation and development system for the early care and education workforce. The Inventory is a mechanism to describe the landscape of a state's early childhood degree program offerings, at the associate, bachelor's, master's, and doctoral levels. The Inventory captures variations in program goals, content, child age-group focus, student field-based learning, and faculty characteristics and professional development needs. This information allows policymakers, institutions of higher education and other stakeholders to identify the gaps and opportunities in the available offerings, make informed policy decisions, and assess the capacity of the higher education system over time. [For the highlights, see ED614330. For the technical report, see ED614347.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Florida. Highlights
Author: Copeman Petig, Abby
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Course Descriptions,Course Content,Field Experience Programs,Teacher Characteristics,Family Involvement,Faculty Development,Bilingual Students,Bilingual Education

The importance of early care and education (ECE) to children's lifelong learning and to our nation's economic well-being is recognized up to the highest levels of government and in businesses, schools, and living rooms across the country. Florida is home to more than 1 million children under the age of five, nearly 70 percent of whom attend some type of early care and education program. Like many states in recent years, Florida has committed public and private resources toward multiple efforts to improve early care and education services and to ensure that teacher education degree and certification programs can better prepare their graduates to meet the complex needs of young children. Critical to these efforts is the establishment of a well-coordinated, comprehensive professional preparation and development system that can prepare an incoming generation of educators while also strengthening the skills of the existing early education workforce. Institutions of higher education are critical to meeting the evolving and increasing demands identified to improve developmental and learning outcomes for the state's young child population. This document highlights findings from the &quot;Florida Early Childhood Higher Education Inventory&quot; and the extent to which ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. The full narrative report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Florida,&quot; and the accompanying technical report present the full findings. [For the narrative report, see ED614329. For the technical report, see ED614347.]
Funding Coaching Is Not Enough: The Role of the District Administrator in Instructional Coaching
Author: Hardy, Angela
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Teacher Competencies,Financial Support,Administrator Role,Barriers,Educational Innovation,Board of Education Role,Models,Alignment (Education),Professional Development,Principals,Time Management,Educational Environment

Districts are increasingly investing in coaching programs to improve teacher practice and student outcomes. However, merely providing schools with the funding for a coaching position is not enough. To maximize the return on the investment of coaching, our research on the Dynamic Learning Project (DLP) shows that districts need to ensure that they are taking an active role in eliminating barriers to effective coaching and fostering a culture that encourages teachers to innovate their practice. Drawing from our three-year research study of instructional coaching across 32 districts, this guide describes concrete ways districts can remove roadblocks and support coaching throughout the school year. [Funding for this report was provided by Google for Education.]
How School Administrators Can Serve as Productive Partners in Teacher Coaching Programs
Author: Bakhshaei, Mahsa
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Administrator Role,Coaching (Performance),Teacher Effectiveness,Faculty Development,Administrator Responsibility,Interpersonal Relationship,Teacher Attitudes,Confidentiality,Time Factors (Learning),Cooperation,Professional Autonomy

When school administrators support instructional coaching, it is more likely to be effective in improving teacher practice. Building teacher buy-in, promoting awareness of the coach's non-evaluative role, ensuring coaches have adequate time to provide classroom support, meeting consistently with the coach, and trusting the coach to make decisions are all critical components of a successful coaching program. Based on data from our study of instructional coaching across 163 schools, this guide describes specific actions school-based administrators can take to serve as productive partners in instructional coaching programs.
Developing a System of Micro-Credentials: Supporting Deeper Learning in the Classroom
Author: Digital Promise
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Guidelines,Critical Thinking,Faculty Development,Teacher Qualifications,Informal Education,Teacher Competencies,Credentials,Problem Solving,Pedagogical Content Knowledge,Teacher Collaboration,Communication Skills,Learning Processes,Teaching Methods,Academic Standards,Professional Autonomy,Thinking Skills,Ethics,Decision Making,Elementary Secondary Education

Teachers earn credentials at the beginning of their careers, but they learn new skills every day. While teachers are recognized for the time they spend in formal professional development settings, they often do not have the opportunity to demonstrate the full breadth of what they have learned, including in informal contexts. To address this, Digital Promise is building a system of micro-credentials to provide professional educators a new way to identify competencies they are developing and gain recognition for the skills they learn throughout their careers. This report explores the Deeper Learning Framework and identifies the specific skills students must master to succeed in college and their careers. This report outlines the six key categories of skills for Deeper Learning, including: (1) Master academic content; (2) Think critically and solve complex problems; (3) Work collaboratively; (4) Communicate effectively; (5) Learn how to learn; and (6) Develop academic mindsets. Additionally, this report showcases the set of 40 educator micro-credentials Digital Promise designed to recognize educators who have developed the competencies necessary to support Deeper Learning in their classrooms.
Learning by Design: How Design Tech High School Uses Research
Author: Digital Promise
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Brainstorming,Problem Solving,Public Schools,Charter Schools,Learning Processes,High School Students,Design,Technology Education,Institutional Characteristics,Administrator Attitudes,Teacher Attitudes,Curriculum Development,Engineering Education,Data Analysis,Teaching Methods,Socialization,Evidence Based Practice,Faculty Development,Professional Autonomy,Program Descriptions

As they prepared for the 2016-2017 school year, administrators and teachers at Design Tech High School (&quot;d.tech&quot;), a public charter school in Northern California, decided they needed a deeper understanding of how students learn. According to Nicole Cerra, Director of Learning, &quot;Obviously you need to get to know students academically, but also personally, culturally, and cognitively. We felt we didn't know the adolescent brain well enough.&quot; However, the team did not want to simply learn more about the adolescent brain; they wanted to apply this knowledge in concrete ways across their unique curriculum, which is organized around an engineering-based, design thinking process. Students learn how to first understand a problem and end-user, then brainstorm solutions, create prototypes, analyze data, and finally, engage in multiple design iterations. This report shares the story of d.tech's journey, which provides useful ideas for other schools seeking to integrate research into their own culture and context.
Semi-Supervised Learning Method for Adjusting Biased Item Difficulty Estimates Caused by Nonignorable Missingness under 2PL-IRT Model
Author: Xue, Kang
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Virtual Classrooms,Item Response Theory,Test Bias,Test Items,Difficulty Level,Data

In data collected from virtual learning environments (VLEs), item response theory (IRT) models can be used to guide the ongoing measurement of student ability. However, such applications of IRT rely on unbiased item parameter estimates associated with test items in the VLE. Without formal piloting of the items, one can expect a large amount of nonignorable missing data in the VLE log le data, and this is expected to negatively impact IRT item parameter estimation accuracy, which then negatively impacts any future ability estimates utilized in the VLE. In the psychometric literature, methods for handling missing data are mostly centered around conditions in which the data and the amount of missing data are not as large as those that come from VLEs. In this paper, we introduce a semi-supervised learning method to deal with a large proportion of missingness contained in VLE data from which one needs to obtain unbiased item parameter estimates. The proposed framework showed its potential for obtaining unbiased item parameter estimates that can then be fixed in the VLE in order to obtain ongoing ability estimates for operational purposes. [This paper was published in: V. Cavalli-Sforza, A. N. Rafferty, C. Romero, &amp; J. Whitehill (Eds.), &quot;Proceedings of The 13th International Conference on Educational Data Mining (EDM 2020),&quot; (pp. 715-719).]
Lessons from Remote Learning during COVID-19
Author: Means, Barbara
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Barriers,Student Attitudes,College Faculty,Teacher Attitudes,Teaching Methods,Undergraduate Students,Blended Learning,Equal Education,Distance Education,Cooperative Learning,Active Learning,Educational Quality,STEM Education,Courses,Student Satisfaction,Access to Computers,Internet,Minority Group Students,Low Income Students,Student Motivation,Educational Environment,Laboratories,Student Needs,Student Evaluation,Evaluation Methods,Student Adjustment,Experience

The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.
Rubrics for Examining Historical Thinking Skills in High School World History Activities and Student Work: Construct Validity Evidence from the Literature
Author: Hardy, Angela
Date: 2021-01-10
Type: Information Analyses
Subjects: Scoring Rubrics,Thinking Skills,World History,High School Students,History Instruction,Secondary School Curriculum,Learning Activities,Construct Validity

Digital Promise sought to create and validate historical thinking skills rubrics for use in its evaluation of Gates Ventures' World History Project (WHP) curriculum. Adopting a principled assessment development approach called Evidence Centered Design (Mislevy et al., 2003), the Digital Promise team began by conducting an academic literature review. In this paper, we elaborate on how the literature on history education and historical thinking skills informed rubric design, including details of what it says about: how historical thinking skills have been defined in the literature; what dimensions of historical thinking used in national frameworks and standards; convergences of concepts across multiple frameworks and standards, and evidence on the progression of historical thinking skills. The results of this literature review led to the creation of two sets of historical thinking skills rubrics, one for evaluating teacher-assigned activities, and another for evaluating the student work those activities produced (presented in Iwatani, Hardy, Means, &amp; Seylar, 2021 with additional validity evidence described in Iwatani, Means, Seylar, &amp; Hardy, 2021). [This research was made possible through funding by Gates Ventures.]
Ms. Taylor&apos;s Choice: An Instructional Minicase on Selecting Examples to Support Student Understanding of the Associative and Commutative Properties. Research Memorandum. ETS RM-20-04
Author: Nabors Oláh, Leslie
Date: 2020-05-00
Type: Reports - Research
Subjects: Mathematics Instruction,Preservice Teacher Education,Case Method (Teaching Technique),Mathematical Formulas,Instructional Materials,Media Selection,Mathematics Teachers,Behavioral Objectives

There is a broad consensus that beginning teachers of mathematics need a strong foundation in mathematical knowledge for teaching (MKT), defined as the mathematical knowledge required to recognize, understand, and respond to the mathematical work of teaching one must engage in. One recurrent challenge in teacher education is how to provide support for preservice teachers (PSTs) to acquire such competencies. Recent trends toward practice-based teacher education support the idea of engaging novice teachers in activities that are purposefully constrained to a core teaching practice. &quot;Ms. Taylor's Choice&quot; is an abbreviated instructional case (i.e., a minicase) based on an assessment scenario in which PSTs must select an example that will focus students' attention on how the associative and commutative properties can be used to evaluate expressions. PSTs are asked to take into account the instructional goals, the motivations of students, and the difficulty of the mathematics in choosing from among these examples as a way of further developing their own MKT.
Market Signals for Research-Based Innovations
Author: Noakes, Sierra
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Educational Research,Educational Technology,Educational Innovation,Research Utilization,Elementary Secondary Education

Today, more is known than ever about how people learn through advances in learning sciences research. It is also known, through research, that people learn differently. By incorporating learning sciences research findings in the design and development of edtech products, developers can create powerful learning experiences for the full spectrum of learners. Digital Promise Global spoke with more than 50 stakeholders across the country, representing district and school leaders, educators, classroom-based coaches, staff from education nonprofits and procurement platforms, and edtech product teams. From these conversations, three pervasive challenges stakeholders face in the current edtech industry were identified. This report discusses these challenges, and potential solutions.
Policies and Practices That Meet Learners Where They Are. 4 in a Series. Making Learning Personal for All
Author: Pape, Barbara
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Educational Policy,Educational Practices,Student Diversity,Board of Education Policy,State Policy,Elementary Secondary Education,Educational Legislation,Federal Legislation,Investment

The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st-century job requirements in a global market could put America's education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. Efforts to personalize learning must take in the whole child -- the academic, social, and emotional needs of the learner. It must address learner variability, recognizing each child learns in a way unique to them and demonstrates distinctive strengths and challenges. To be effective, personalized learning environments must hold high expectations for each learner. Digital Promise Global, through its Learner Positioning Systems (LPS) initiative, is linking research to practice to enhance opportunities to personalize learning to address learner variability. LPS facilitates the connection among researchers, edtech product developers, teachers, and ultimately learners. When done right, supported by research on how people learn, with high expectations for all learners, and a consideration for whole-child development, personalized learning welcomes students as partners in their education and turns schools into places where ALL are inspired to learn and have the best chances for success. This paper, the fourth in the Making Learning Personal for All series, is divided into two parts. Part 1, The Promise of Reaching All Learners, discusses how learner variability defines personalized learning, striving for equity, and the dimensions to reach all learners. Part 2, Policy Actions and Investments to Personalize Learning, addresses school district strategy and policy, state policy and investment, and federal-national policy.