ethanporcaro/eric-fulltext-meta huggingface dataset:
Ministry of Advanced Education and Skills Training 2021/22 Annual Service Plan Report
Author: Ministry of Advanced Education and Skills Training (Canada)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Budgets,Accountability,Letters (Correspondence),Public Officials,Strategic Planning,Annual Reports,Expenditures,Postsecondary Education,Public Agencies,Educational Finance,Legislation,Student Financial Aid,Job Training,Canada Natives,Access to Education,College Housing,Access to Information,Equal Education,Disproportionate Representation,Objectives,Financial Audits,Employment Opportunities,COVID-19,Pandemics,Minority Group Students

The Annual Service Plan Report is designed to meet the requirements of the &quot;Budget Transparency and Accountability Act&quot; (BTAA), which sets out the legislative framework for planning, reporting and accountability for Government organizations. Under the BTAA, the Minister is required to report on the actual results of the ministry's performance related to the forecasted targets documented in the previous year's Service Plan. This year's Annual Service Plan is organized into the following sections: (1) Minister's Accountability Statement; (2) Letter from the Minister; (3) Purpose of the Annual Service Plan Report; (4) Purpose of the Ministry; (5) Strategic Direction; (6) Operating Environment; (7) Report on Performance: Goals, Objectives, Measures and Targets; and (8) Financial Report. [For the 2020-2021 report, see ED615393.]
Design2Learn: Implementation and Impact Study. Research Report
Author: Fancsali, Cheri
Date: 2021-11-00
Type: Reports - Research
Subjects: After School Programs,Science Education,Middle School Students,Minority Group Students,Student Interests,Team Teaching,Science Curriculum,Active Learning,Inquiry,Hands on Science,Professional Development,Grade 6,Grade 7,Grade 8,Educational Practices,Teacher Attitudes,Program Evaluation,Student Attitudes,Outcomes of Education,Public Schools,Student Characteristics,Program Implementation

Design2Learn (D2L) is a NYC-based afterschool program aimed at increasing middle school students' interest, engagement, and achievement in science. Designed by ExpandED Schools, D2L centers around three core strategies: (1) collaborative teaching between an in-school science teacher and two afterschool educators; (2) curricular bridging, which connects students' in-school science instruction with the afterschool activities; and (3) design-based learning, which emphasizes hands-on projects and inquiry-based instruction. To support the implementation of D2L, ExpandED Schools and its partner, the New York Hall of Science (NYSCI), provided educators with intensive professional development, including week-long summer institutes, Saturday workshops, strategic planning sessions, and on-site coaching. In 2016, the U.S. Department of Education Investing in Innovation (i3) program awarded ExpandED Schools a grant to support the design and evaluation of D2L, with the Research Alliance for NYC Schools serving as the external evaluator. This report presents the evaluation results. The study randomly assigned 32 afterschool programs to offer D2L or be part of a control group that offered their usual science programming. The evaluation explored D2L's implementation and impact on various student outcomes. Overall, we found strong fidelity of implementation and program quality at D2L sites, but the contrast between D2L and control sites was small. In addition, participation was a challenge. Both D2L and control sites offered fewer hours of afterschool activities than expected, and student attendance was low. Ultimately, D2L had no effect on students' interest and engagement in science, perseverance, or critical thinking behaviors, as measured by student surveys. It also had no effect on students' science grades or school attendance. Together, these findings suggest that there may not have been a substantial difference between the D2L and control experiences, and students may not have received adequate exposure to the intervention, to influence student outcomes. The findings raise important questions about afterschool interventions designed to increase middle school student interest and achievement in science. The difficulty getting middle school students to participate in afterschool programming, at both the D2L and control sites, echoes findings from past research. Technical appendices provide additional information on attrition and response rates, impact model specifications, and non-experimental subgroup analyses.
The &quot;GIST&quot; of the Reading Comprehension Problem in Grades 4 and 5
Author: Wijekumar, Kausalai
Date: 2020-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Grade 4,Grade 5,Elementary School Students,Standardized Tests,Reading Tests,Teacher Competencies,Teacher Effectiveness,Teacher Surveys,Teacher Education,Teaching Methods,Pedagogical Content Knowledge,Instructional Materials,Intervention,Standards,Achievement Tests,Test Items,Item Analysis,Reading Difficulties,Language Arts,Computer Software,Teacher Attitudes,School Districts

Main idea and summary are essential elements of reading comprehension. We report results from Grades 4 and 5 student performance on two years of state-mandated standardized reading testing which indicate that students perform statistically significantly lower on main idea and summary questions on the tests than any other question category. In this study, teacher competency was measured in a main idea task and teacher surveys were used to understand what instructional practices and materials they use to teach reading comprehension. Descriptive analyses indicate that teachers have a moderate competency for writing main ideas and many use instructional practices that are not supported by empirical evidence or reviewed by the What Works Clearinghouse. Thus, teacher knowledge and instructional practices may be malleable factors that contribute to student outcomes.
Accurate Models vs Accurate Estimates: A Simulation Study of Bayesian Single-Case Experimental Designs
Author: Batley, Prathiba Natesan
Date: 2021-00-00
Type: Reports - Research
Subjects: Bayesian Statistics,Models,Accuracy,Computation,Monte Carlo Methods,Research Design

Although statistical practices to evaluate intervention effects in SCEDs have gained prominence in the recent times, models are yet to incorporate and investigate all their analytic complexities. Most of these statistical models incorporate slopes and autocorrelations both of which contribute to trend in the data. The question that arises is whether in SCED data that show trend, there is indeterminacy between estimating slope and autocorrelation because both contribute to trend and the data have limited number of observations. Using Monte Carlo simulation, we compared the performance of four Bayesian change-point models: (a) intercepts only (IO), (b) slopes but no autocorrelations (SI), (c) autocorrelations but no slopes (NS), and (d) both autocorrelations and slopes (SA). Weakly informative priors were used to remain agnostic about the parameters. Coverage rates showed that for the SA model either the slope effect size or the autocorrelation credible interval almost always erroneously contained 0 and the Type II errors were prohibitively large. Considering the 0-coverage and coverage rates of slope effect size, intercept effect size, mean relative bias, and second phase intercept relative bias, the SI model outperformed all other models. Therefore, it is recommended that researchers favour the SI model over the other three models. Research studies that develop slope effect sizes for SCEDs should consider the performance of the statistic by taking into account coverage and 0-coverage rates. These helped uncover patterns that were not realized in other simulation studies. We underline the need for investigating the use of informative priors in SCEDs. [This paper was published in &quot;Behavior Research Methods.&quot;]
Five Facts about Mass Shootings in K-12 Schools. NCJ 305045
Author: National Institute of Justice (NIJ) (DOJ)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Weapons,Violence,Prevention,Elementary Secondary Education,Mental Disorders,Trauma,Disclosure,Intention,Risk Management

Preventing mass shootings in the United States, particularly those occurring in school settings, is an important priority for families, government leaders and officials, public safety agencies, mental health professionals, educators, and local communities. What does the evidence say about how to detect, prevent, and respond to these tragic events? This article includes the five findings learned through National Institute of Justice (NIJ)-sponsored research: (1) Most people who commit a mass shooting are in crisis leading up to it and are likely to leak their plans to others, presenting opportunities for intervention; (2) Everyone can help prevent school mass shootings; (3) Threat assessment is a promising prevention strategy to assess and respond to mass shooting threats, as well as other threats of violence by students; (4) Individuals who commit a school shooting are most likely to obtain a weapon by theft from a family member, indicating a need for more secure firearm storage practices; and (5) The overwhelming majority of individuals who commit K-12 mass shootings struggle with various aspects of mental well-being.
Images to Foster Student Teachers&apos; Reflective Practice and Professional Development
Author: Pujolà, Joan-Tomàs
Date: 2022-07-25
Type: Reports - Research
Subjects: Student Teachers,Imagery,Professional Development,Student Attitudes,Language Teachers,Second Language Instruction,Foreign Countries,Figurative Language,Reflection,Professional Identity

This chapter deals with a small-scale study that focuses on the analysis of the student teachers' evidence gathered from the first task of the Barcelona study week of the proPIC project. The task, called 'One picture and One thousand words', consists of selecting an image that represents the student teachers' conception of Additional Language (AL) teaching and an explanatory text that accompanies it to clarify interpretation. The main objective of this task is to prompt student teachers to use the image-text relationship to express their beliefs about the complex process of AL teaching, and to make the metacognitive effort to verbalise this relationship. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
Formative Assessment in Second Language Learning: A Systematic Review and an Annotated Bibliography
Author: Vassiliou, Skevi
Date: 2022-11-21
Type: Books
Subjects: Formative Evaluation,Second Language Learning,Literature Reviews,Annotated Bibliographies

Throughout its whole history, most research conducted in language assessment refers to testing. It is only since 2000 that language formative assessment started being recorded in research publications. This book tells the story of language formative assessment in two ways, the one complementing the other: in the forms of a systematic review and a descriptive and evaluative annotated bibliography, from the very first published work on the subject in 2000 to 2020. While the systematic review gives the story of language formative assessment in a chronological order and gives an overview of different aspects, the annotated bibliography gives more details for research work published. ?he main purposes of the book are to (1) give a substantial background in the area, (2) describe how this topic has been approached, (3) contribute to the development of critical thinking, (4) help in establishing the relevance and quality of the annotated material, and (5) facilitate language formative researchers as well as practitioners to form an overview of the research in the area during the specific period under study. The book may be of interest to language practitioners, researchers, teacher trainers, and policy makers. The authors hope that the present publication will be viewed as a valuable contribution to the history of language formative assessment. [This content is provided in the format of an e-book.]
Active Learning. NCDB Practice Guide
Author: National Center on Deaf-Blindness (NCDB)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Active Learning,Deaf Blind,Students with Disabilities,Developmentally Appropriate Practices,Evaluation,Planning,Educational Environment,Instructional Materials,Play,Interaction,Observation,Documentation,Child Development,Teacher Role,Stimuli,Tactual Perception,Auditory Stimuli,Motion,Social Development,Emotional Development,Child Behavior

The term &quot;active learning&quot; is used in a variety of educational contexts. As described in this guide, however, it refers to an instructional approach developed by Lilli Nielsen--a Danish psychologist--for promoting the learning and development of children who have significant support needs. Nielsen's Active Learning involves a range of strategies, including developmentally appropriate, enriched environments that foster independent learning. It is most effective for children of any age who are functioning at a developmental age of birth to 48 months, although it can be used with children at higher development levels. Practitioners using this approach must have specific training on its underlying theory and methods. This NCDB Practice Guide outlines the essential components of Active Learning strategies.
Family Engagement Toolkit. 2022 Edition
Author: National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC)
Date: 2022-07-00
Type: Guides - Non-Classroom
Subjects: Family Involvement,Administrators,Stakeholders,Family School Relationship,Parent Rights,Juvenile Justice,Delinquency,At Risk Students,Correctional Institutions,Correctional Education,Recruitment,Parent Participation,Letters (Correspondence),Questionnaires,Guides,Parent Teacher Cooperation

This Family Engagement Toolkit is designed for facility and school administrators. It provides tools that can be adapted to promote family involvement in a facility school. The tools are intended to be used by program staff to help encourage families--including those who are reluctant, have been affected by trauma, or are unsure of how to become more involved. Although the primary audience for this toolkit is facility and school administrators, other stakeholders including parent advocates, family organizations, and courts may also use these tools when working with facilities and families. This Toolkit provides useful templates for facilities to use to engage families in their child's education. Tools 1-4 are intended for distribution to students' families, and tools 5-7 are intended for use by facility staff. All tool/templates are customizable to meet the unique needs of each facility and the families it serves. [This document was produced by Longevity Consulting.]
FY 2021 Report to the Committees on Appropriations: Research on School Resource Officer Programs. NCJ 304291
Author: National Institute of Justice (NIJ) (DOJ)
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Reports,Police School Relationship,Police,Role,Responsibility,Outcomes of Education,Program Improvement

The Department of Justice (DOJ) provides this report on school resource officers in response to report language in House Report 115-704 that seeks an examination of &quot;the current role of School Resource Offices in schools&quot; and &quot;recommendations on how [School Resource Offices] can better serve the needs of the students.&quot; The Office of Justice Programs (OJP), National Institute of Justice (NIJ), was designated to write this report. On January 10, 2020, the Department provided an interim report on research on school resource officer programs. At the time, NIJ had not yet developed a sufficient evidence base on school resource officer/officers (SRO), or other school safety programs. To provide a more comprehensive response to the questions raised by the House report language, NIJ reviewed research on school policing, including ongoing and recently completed research funded by NIJ, and held discussions with researchers and law enforcement practitioners in school policing. This review was supported by the work of two subject matter experts contracted by NIJ, Joseph McKenna (School Safety Solutions) and Anthony Petrosino (WestEd).
MacPhail Center for Music Intensive Strings Program: 2021-2022 Evaluation Results
Author: Miller, Julia
Date: 2022-09-00
Type: Reports - Research
Subjects: Musical Instruments,After School Programs,Program Effectiveness,Music Education,Skill Development,Musicians,Academic Achievement,Student Attitudes,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Student Participation,Program Implementation,Parent Attitudes,Attendance,Partnerships in Education,COVID-19,Pandemics

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2021-22 school year. [For the 2020-21 report, see ED619377.]
MacPhail Online Music Programming: 2021-2022 Evaluation Results for the Online School Partnerships and Sing Play Learn Programs
Author: Miller, Julia
Date: 2022-09-00
Type: Reports - Research
Subjects: Music Education,Electronic Learning,Program Evaluation,Partnerships in Education,Teaching Methods,Program Effectiveness,Program Implementation,Distance Education,High School Students,Music Activities,Elementary School Students,Outcomes of Education

This report presents findings from the annual evaluation of the MacPhail Center for Music Online School Partnerships and Sing Play Learn programs. Results are reported in aggregate, across all schools that participated in the evaluation this year. The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in greater Minnesota. The program is designed so that student participants benefit developmentally with gains in executive functioning, social-emotional skills, foundation in musical concepts, and cognition and language development through musical learning experiences. [For the 2020-21 report, see ED619857.]
Student Reactions to Using Interactive Tutorials as Part of the proPIC Study Programme
Author: Baldwin, Richard
Date: 2022-07-25
Type: Reports - Descriptive
Subjects: Electronic Publishing,Interaction,Textbooks,Educational Technology,Language Teachers,Teacher Education,Second Language Instruction,Preservice Teacher Education,Preservice Teachers,Student Attitudes

This chapter outlines the use of interactive textbooks or tutorials in the form of iBooks that were developed as a major output of the proPIC project. All of these iBooks can also be retrieved on the accompanying project website. Interactive textbooks or tutorials are documents, software, or other media digitally created for the purpose of (interactively) presenting any kind of content and can further comprise a wide variety of tasks for the reader. This chapter focuses on so-called iBooks, a distinct form of e-books available exclusively for the Mac Operating System (OS -- by Apple). After providing some background information on the project and e-books in a wider context, the chapter focuses on illustrating and exemplifying the iBooks that were created in the proPIC project. Moreover, it presents and discusses some of the student reactions to using the eight iBooks, as well as subsequent practical implications of using such digital tools effectively in teacher education. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
Validity Argument for NAEP Reporting on 12th Grade Academic Preparedness for College
Author: Fields, Ray
Date: 2013-11-00
Type: Reports - Research
Subjects: National Competency Tests,Test Validity,Grade 12,High School Students,College Readiness,Reading Achievement,Mathematics Achievement,Career Readiness,Educational Indicators,Feasibility Studies

The National Assessment Governing Board is conducting a program of research to determine the feasibility of the National Assessment of Educational Progress (NAEP) reporting on the academic preparedness of U.S. 12th grade students, in reading and mathematics, for college and job training. Twelfth grade is the end of mandatory schooling for most students and represents the transition point to adult postsecondary pursuits. Currently, there are no nationally representative indicators to report to the public on the academic preparedness of 12th grade students for college and job training. The research and conclusions contained in this report are limited to academic preparedness for college.
Approaches to the Development of Pre-Service Language Teachers&apos; E-Portfolios
Author: Cuesta, Azahara
Date: 2022-07-25
Type: Reports - Descriptive
Subjects: Electronic Publishing,Portfolio Assessment,Colleges,Preservice Teachers,Language Teachers,Professional Identity,Foreign Countries,Interactive Video

Pre-service training of language teachers requires tools that foster the development of teaching competences, and the construction of their teacher identities. One crucial tool in that respect is the e-portfolio. Thus, in the framework of the proPIC Europa project, the e-portfolio is a dynamic artefact in which students collate learning evidence that helps to construct their teacher identity. This chapter presents the concept of the e-portfolio as it has been applied in the proPIC project, together with the associated learning objectives and constituent elements. It looks at the e-portfolio from the perspective of the common formative actions carried out across the participating Higher Education Institutions (HEIs) and the specific actions implemented in each context, which were based in the context of the overall study programme. The chapter also presents some of the outcomes, showcasing a number of e-portfolios that were constructed by the pre-service teachers participating in the project.
How America Completes College, 2022: Understanding What Helps Students Graduate
Author: Sallie Mae Bank
Date: 2022-00-00
Type: Reports - Research
Subjects: College Graduates,Dropouts,Higher Education,Student Motivation,College Students,Barriers,Student Attitudes,Financial Problems,Mental Health,College Readiness

This report explores the factors and considerations that impact a student's journey from accessing higher education to completing their degree or program of study. Specifically, the research focuses on two groups, Completers--those who entered and graduated college, and Non-Completers--those who entered college, but left school without earning a degree. The research compares higher education motivations and perceptions of Completers and Non-Completers, as well as their high school and college support systems and post-college success. The research identifies barriers to college completion and highlights opportunities to support students and families as they work toward a degree.