ethanporcaro/eric-fulltext-meta huggingface dataset:
Prioritizing Leadership: Supporting Strong Local Implementation of ESSA Opportunities
Author: New Leaders
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Leadership,School Districts,Local Government,Leadership Styles,Elementary Secondary Education,Educational Legislation,Federal Legislation,Partnerships in Education,Leadership Responsibility,Leadership Training,Program Effectiveness,Diversity,Teacher Leadership,Principals,Supervisors,Minority Groups

As officials and advocates across the country work together to ensure that all students get the outstanding education they need for success in school and life, many states are investing in school leadership as a cost-efficient, scalable strategy to strengthen teaching, accelerate learning, transform schools, and advance educational equity. This resource can help state policymakers use an important vehicle--the local educational agency (LEA) plan requirement under Section 1112 of the Elementary and Secondary Education Act (ESEA), as amended by ESSA--to encourage and support districts, charter management organizations (CMOs), and other local practitioners and stakeholders to strategically prioritize and invest in effective, locally-tailored leadership strategies, programs, or partnerships to advance student success. The question and rubric presented in this document are intended to be incorporated or adapted by states in alignment with their overarching vision for outstanding, equitable leadership and their specific plans for getting a well-prepared, well-supported leader in every school--especially those serving the children and communities with the greatest need.
Prioritizing Leadership: Principal Supervisors in ESSA State Plans
Author: New Leaders
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Principals,Supervisors,Supervision,Federal Legislation,Elementary Secondary Education,Educational Legislation,Financial Support,Federal Aid,Training,Experience,Administrator Qualifications

Despite a growing research base on the need for and value of instructionally-focused principal supervisors, few states have addressed principal supervisors in their plans to implement the Every Student Succeeds Act (ESSA). In those plans that include strategies pertaining to principal supervisors, there is limited detail. This resource highlights the work of a state--Minnesota--that is building such a strategy, providing insights on why and how state leaders are integrating principal supervisor investments into their education agenda. Further, it offers specific recommendations and select resources state officials can use to strengthen how principal supervisors are included in their states' overarching vision for outstanding, equitable leadership and their specific plans for ensuring every school is led by well-prepared, well-supported leaders.
Estimation of Contextual Effects through Nonlinear Multilevel Latent Variable Modeling with a Metropolis-Hastings Robbins-Monro Algorithm
Author: Yang, Ji Seung
Date: 2014-00-00
Type: Reports - Research
Subjects: Computation,Hierarchical Linear Modeling,Mathematics,Context Effect,Maximum Likelihood Statistics,Error of Measurement,Sampling,Comparative Analysis,International Programs,Testing Programs

The main purpose of this study is to improve estimation efficiency in obtaining maximum marginal likelihood estimates of contextual effects in the framework of nonlinear multilevel latent variable model by adopting the Metropolis-Hastings Robbins-Monro algorithm (MH-RM; Cai, 2008, 2010a, 2010b). Results indicate that the MH-RM algorithm can produce estimates and standard errors efficiently. Simulations, with various sampling and measurement structure conditions, were conducted to obtain information about the performance of nonlinear multilevel latent variable modeling compared to traditional hierarchical linear modeling. Results suggest that nonlinear multilevel latent variable modeling can more properly estimate and detect contextual effects than the traditional approach. As an empirical illustration, data from the Programme for International Student Assessment (PISA; OECD, 2000) were analyzed. [This paper was published in &quot;Journal of Educational and Behavioral Statistics&quot; v39 n6 p550-582 2014 (EJ1048233).]
Evaluation Report/Impact Study: Virginia Striving Readers Intervention Initiative (VSRII)
Author: Schenck, Allen
Date: 2012-03-15
Type: Reports - Research
Subjects: Intervention,Reading Programs,Grade 7,Grade 8,Program Implementation,Program Effectiveness,Faculty Development,Reading Difficulties,Time Factors (Learning),Technology Uses in Education,Educational Technology,Reading Fluency,Student Evaluation,Middle School Students

By the end of school year (SY) 2008-2009, Virginia Department of Education (VDOE) applied for and was awarded a four-year Striving Readers grant to implement the &quot;Virginia Striving Readers Intervention Initiative&quot; (VSRII). VSRII proposed to implement a supplemental reading intervention with students in seventh and eighth grades at nine public schools in three school divisions in Virginia. The school division representatives chose to implement &quot;Passport Reading Journeys (PRJ),&quot; an intervention that was already in use in many Virginian schools. &quot;PRJ&quot; had been studied previously in other school districts using quasi-experimental designs, but had not been tested with an experimental study. A total of 913 students were eligible to participate. This report presents provisional findings from the first implementation year of VSRII (SY 2010-2011) and its preliminary impact on participating students. [Written with Kristina Najera, Laura Taylor, and Trina Willard.]
Tackling the Lack of School-Based Lead Testing. Policy Update. Vol. 26, No. 6
Author: Hedger, Joseph
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Child Health,Hazardous Materials,Poisoning,Water Pollution,School Districts,State Policy,Health Promotion,Environmental Influences,Elementary Secondary Education,Educational Environment

Elevated blood lead levels in children--even at very low levels--contribute to learning deficits and behavioral and attentional problems. No federal law requires the testing of drinking water in schools, and recent reports from the Government Accountability Office reveal a dearth of lead testing of water or paint in school buildings. This NASBE analysis explores why many school districts are not testing for lead and how state policymakers can take preventative, active measures to protect students and staff.
State Data Use Spotlight: West Virginia
Author: Ruedel, Kristin
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Data Use,State Standards,Access to Information,Graduation Rate,Students with Disabilities,School Districts,High School Students,Decision Making,Individualized Education Programs,College Readiness,Career Readiness,Program Implementation,Educational Strategies,Incentives,School Involvement,Program Effectiveness

Historically, students with disabilities graduate from high school at lower rates than peers without disabilities. As a result, many students with disabilities also have poor postsecondary or adult outcomes, such as unemployment or employment in lowpaying jobs. This state spotlight presents strategies the West Virginia Department of Education (WVDE) is using to increase school and local education agency (LEA) access to and awareness of data to make decisions to improve the graduation rate for students with disabilities. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Patricia Homberg, Susan Beck, Debra Harless, and Amber Stohr.]
Emergency Preparedness. Position Statement. Revised
Author: Allsbrook, Pam
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Planning,School Safety,School Nurses,Role,Prevention,School Health Services,School Community Relationship

Emergency preparedness in schools is a process designed to protect students and staff from harm, minimize disruption, ensure the continuity of education for students, and develop and maintain a culture of safety. Utilizing their expertise in assessment, planning, implementation and evaluation, school nurses provide valuable insights for the four phases of school campus/district emergency management: Prevention/Mitigation, Preparedness, Response, Recovery. It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) provides expertise in school health and is a vital member of the school team who collaborates with community agencies to develop comprehensive emergency response procedures. The school nurse is knowledgeable about the pathophysiology of physical and psychological trauma and is a valuable resource for the provision of health care and support in emergencies. [This position statement was adopted in 2011, and revised in June 2014 and June 2019.]
States&apos; Intervention in School Districts&apos; Finances
Author: Zuschlag, Dirk F.
Date: 2019-09-00
Type: Reports - Research
Subjects: State Government,Intervention,School Districts,Educational Finance,State Regulation,State Action,Governance,Educational Policy,Financial Policy

This research brief investigates state fiscal powers over districts, providing the necessary foundation for policymakers and researchers to understand how states might best address districts' financial conduct and difficulties going forward. The authors consider ways that the state statutes provide the bases and means for state intervention into local district finances. They look for patterns among these state statutory provisions, and present a useful typology of system design across states. Based on that typology, they explore correlations between a state's potential for fiscal intervention and other major areas of education policy. [Additional support provided by Michigan State University (MSU), College of Law.]
Learner Attitudes towards Data-Driven Learning: Investigating the Effect of Teaching Contexts
Author: Forti, Luciana
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Student Attitudes,Language Usage,Data Use,Teaching Methods,Standards,Italian,Cultural Differences,Program Effectiveness,Foreign Countries,College Students,Telecommunications,Handheld Devices,Educational Technology,Sentences

Concordance-based Data-Driven Learning (DDL) aims to help second language learners infer language usage rules from language usage regularities. A number of DDL pedagogical treatments have focussed on phraseological units such as collocations, widely recognised as a central component of second language learning. This study evaluates DDL effects from an emic perspective, reflecting the learners' perceived usefulness of the approach, as opposed to etic perspectives, representing changes in language competence as a result of the approach. It compares a group of Chinese learners and a group of Belgian learners of Italian as a Second Language/ Foreign Language (SL/FL). The findings indicate that the Belgian students seem to have gained familiarity with the approach faster than the Chinese, though the latter seems to perceive greater long-term benefits of the approach, and are more favourable to future mobile phone applications. The study aims to shed light on possible learner-related differences in DDL treatments and on the insightfulness of emic data in assessing DDL effects. [For the complete proceedings, see ED600837.]
Environmental Health in the School Setting -- The Role of the School Nurse. Position Statement. Revised
Author: Fleming, Laurie
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Public Health,Environmental Influences,Environmental Standards,Environmental Education,Health Promotion,School Health Services,Elementary Secondary Education,Physical Environment,Pollution,Children

Environmental health is a segment of public health, and according to the World Health Organization (WHO) environmental health, &quot;addresses all the physical, chemical and biological factors external to a person and all the related factors impacting behaviors. It encompasses the assessment and control of those environmental factors that can potentially affect health. It is targeted towards preventing disease and creating health-supportive environments. This definition excludes behavior not related to environment as well as behavior related to the social and cultural environment and genetics.&quot; A child's developing organ system is highly susceptible to environmental stressors and is at a higher risk of exposure to toxic environmental substances. Children breathe more air and drink more water than adults, are physically closer to -- and spend more time on -- the ground and engage in more hand-to-mouth contact than adults. It is imperative that school nurses recognize and address the factors that impact health in the school environment and work to mitigate the potential adverse health effects. School nurses are advised to augment their knowledge of environmental health issues as they relate to the school setting and to develop a consciousness about a healthy school environment. Unhealthy school environments can affect children's health, attendance, concentration, and performance as well as lead to expensive, time-consuming cleanup and remediation activities. Schools in better physical condition report improved academic performance while schools with fewer janitorial personnel and higher maintenance backlogs report poorer academic performance. It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is an important member of the team that mitigates the effects of environmental health hazards in the school setting. The school nurse utilizes the nursing process and key principles from the NASN's &quot;Framework for 21st Century School Nursing™&quot; including assessment, prevention, advocacy, collaboration, and education (NASN, 2016, 2017). [This position statement was adopted in January 2014 and revised in June 2018. For the 2014 statement, see ED558472.]
Critical Cultural Awareness and Learning through Digital Environments
Author: Dunn, James D.
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Cultural Awareness,Intercultural Communication,Critical Thinking,College Students,Computer Mediated Communication,Metacognition,Student Attitudes,Foreign Countries

Students with cultural and linguistic competence are needed to navigate an increasingly globalized society. This study collected and analyzed cultural awareness data from students who communicated with people of other cultures through Virtual Reality (VR) environments. Students from a private university in Japan engaged in directed communication with other students from the USA using an online virtual chat program. A questionnaire based on the Global Perspectives Inventory (GPI) was used by the students to self-report their views on the intercultural interactions and give a metacognitive analysis of their intercultural competence/knowledge of intercultural phenomena. In addition to directed communicative objectives, students were given the chance to engage in free conversation in the digital space created by the software to facilitate intercultural critical cultural awareness skills. Early findings show that students were able to improve critical cultural awareness through a virtual experience. [For the complete proceedings, see ED600837.]
Electronic Health Records: An Essential Tool for School Nurses to Keep Students Healthy. Position Statement
Author: Meadows, Lynne P.
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Computer Software,Student Records,Information Management,Information Storage,Vocabulary,Privacy,Confidentiality,Electronic Publishing

It is the position of the National Association of School Nurses (NASN) that all registered professional school nurses (hereinafter referred to as school nurses) should have access to a software platform for student electronic health records (EHRs) that includes nursing language/medical terminology and complies with standards of confidentiality, security and privacy. Interoperability of records with other members of the healthcare and school-based teams facilitates optimal student/population health and academic outcomes. While educational/student data management systems may offer health data modules, these systems do not provide opportunity for documentation with nursing language or medical terminology, do not have capacity for interoperability with the student's community-based health records, and may not have the appropriate Health Information Portability and Accountability Act (HIPAA) and Family Rights Educational Privacy Act (FERPA) standards of confidentiality. [This document replaces &quot;School Nurse Role in Electronic School Health Records,&quot; January 2014 (ED558446).]
Data Brief: Diversity and Representation in PK-12 Education Administration (NBI 2018-111)
Author: National Education Association
Date: 2019-06-00
Type: Reports - Research
Subjects: Preschool Education,Elementary Secondary Education,Gender Issues,Minority Groups,LGBTQ People,School Personnel,Diversity (Faculty),Educational Administration,Administrator Characteristics,Women Administrators,Gender Bias,Equal Opportunities (Jobs),Principals,Teachers,Minority Group Teachers,Racial Differences,Ethnicity

The National Education Association (NEA) strongly believes in the importance of an educator workforce that reflects the diversity of the United States. This belief extends not only to classroom teachers and education support professionals, but also to administrators and other school and district staff. This brief provides information about the representation (or lack thereof) of women, people of color, and LGBTQ+ people in PK-12 administrative positions. A list of sources for further reading is included at the end of this document. [This report was prepared by NEA's Center for Enterprise Strategy.]
Statewide Use of Professional Learning Communities. Information Request
Author: SEDL, Southeast Comprehensive Center (SECC)
Date: 2014-03-21
Type: Reports - Descriptive
Subjects: Communities of Practice,Faculty Development,State Programs,School Districts,State Aid,Training,Educational Resources,Teamwork,Teacher Leadership,Geographic Location,State Legislation,State Policy,State Departments of Education

A state department of education (SDE) served by the Southeast Comprehensive Center (SECC) at SEDL requested information regarding state use of schoolwide, large-scale professional learning communities (PLCs). Specifically, the SDE staff wanted to know the following with respect to PLC work in other states: (1) Are PLCs state-mandated through legislation, policy, or regulation? (2) What types of PLCs have been established, and are they part of other state-based initiatives? (3) Are PLCs established statewide, as stand-alones, or at the school or district levels? and (4) What support does the state provide for its PLCs, such as training and resources? This Information Request provides a discussion of the procedure for selecting materials to include in this request, limitations of the materials, and information regarding statewide use of PLCs. This information includes reference resources from Learning Forward, Learning Point Associates, and the State Educational Technology Directors Association; several specific examples of states that have implemented PLCs; and resource summaries that delineate recommendations and findings regarding the quality and effectiveness of PLCs.
Pedagogical Frameworks and Principles for Mobile (Language) Learning to Support Related Teacher Education
Author: Koenraad, Ton
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Teaching Methods,Teacher Education,Faculty Development,Language Teachers,Teacher Educators,Teacher Competencies,Second Language Instruction

In this paper results of the EU projects 'Designing and Evaluating Innovative Mobile Pedagogies' (DEIMP, http://www.deimpeu.com/) and 'Mobilising and Transforming Teacher Educators' Pedagogies' (MTTEP, http:// www.mttep.eu/) are presented. Two key outputs, the Mobile Learning Toolkit and its iPAC framework (MTTEP) and the principles for innovative mobile learning (m-learning, DEIMP), both targeted at stimulating pedagogically sound m-learning practices in teacher education and schools, are highlighted. To enhance these general pedagogical resources for use in professional development activities specifically for language teachers and teacher educators, I refer to some currently available frameworks and guidelines for Mobile Assisted Language Learning (MALL) and teaching. [For the complete proceedings, see ED600837.]
Nursing Delegation in the School Setting. Position Statement
Author: Reiner, Kathy L.
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Nursing,Role,Paraprofessional School Personnel,Knowledge Level,Legal Responsibility,Allied Health Personnel,Cooperative Planning,Child Health,School Safety

It is the position of the National Association of School Nurses (NASN) that, when necessary and permitted by law, the registered professional school nurse (hereinafter referred to as school nurse) can implement safe and effective delegation of nursing tasks to unlicensed assistive personnel, (UAP) at school. Delegation is an important practice component of the Care Coordination principle within NASN's &quot;Framework for 21st Century School Nursing Practice&quot; (NASN, 2016). Safe nursing delegation requires that the school nurse is knowledgeable about the profession's guidance on delegation, state nurse practice acts, (NPA), other applicable federal and state laws, and district policies (Resha, 2017; Mitts vs. Hillsboro Union High School, 1987). Proper delegation requires communication and collaboration between the school nurse, healthcare providers, school administrators, parents, teachers, and UAP. It is the position of NASN that a school nurse be present in school all day, every day to optimize student health, safety, and learning. However, current educational, health, safety, and economic conditions may necessitate the delegation of nursing tasks by the school nurse to unlicensed assistive personnel to protect every student's right to quality school health services. This document provides and background and rationale for NASN's position on this topic. [This document replaces the position statement, &quot;Delegation, Nursing Delegation to Unlicensed Assistive Personnel in the School Setting&quot; (adopted January 2014).]
Effects of HVPT on Perception and Production of English Fricatives by Japanese Learners of English
Author: Iino, Atsushi
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Phonetics,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Teaching Methods,Native Speakers,Syllables,Auditory Perception,Oral Reading,Foreign Countries,Language Teachers,Pronunciation Instruction,College Students,Nonmajors,Computer Assisted Instruction,Computer Software

This study investigated the effects of High Variability Phonetic Training (HVPT) on beginner level English as a Foreign Language (EFL) Japanese learners' perceptions and productions of the English fricatives /f/, /v/ and /?/. With the use of the computer program 'English Accent Coach' (EAC, Thomson, 2017), two groups of participants were engaged in learning the sounds in a two-syllable environment: target consonant + vowels (CV) and target consonant + vowels + consonant (CVC). The perception training with EAC was conducted for five weeks between a pre-test and a post-test in perception and production. Production was measured in the form of recorded reading aloud and was evaluated by native English speakers and a Japanese teacher of English. The results indicated the advantageous effects of CVC environments on perception as well as on production. [For the complete proceedings, see ED600837.]