ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of North Carolina Community College Early Childhood Education Coursework on Nutrition, Health, and Physical Activity. Early Childhood Professional Development Report. Volume 1, Number 1
Author: Dunst, Carl J.
Date: 2015-06-00
Type: Information Analyses
Subjects: Community Colleges,Early Childhood Education,Nutrition,Health,Physical Activities,Content Analysis,College Curriculum,Associate Degrees,Knowledge Level,Child Health,Obesity,Wellness,Course Content,Methods Courses,Rating Scales,Probability

The results from a content analysis of coursework required and offered at the 58 North Carolina Community Colleges to obtain an Associate in Applied Sciences Degree in early childhood education are described. The analyses were conducted to determine the likelihood that the courses could include content knowledge or practice on 12 infant and child health, nutrition, obesity, and physical activity indicators; and two adult wellness indicators. Thirty courses were identified that included descriptions pertaining to one or more of the 14 indicators. Approximately half of the courses were judged as having a higher likelihood of including health and physical activity content, and seven of these courses were required at all or most of the community colleges. Four of the six courses were methods courses, but only one required course was a field placement. The results, taken together, showed that a considerable amount of content knowledge could be included in the existing early childhood curriculum. The following are appended: (1) Coursework Descriptions for Courses Included in the Content Analysis; (2) Rating Scale for Assessing the Likelihood that Course Content Would Include Information on Health and Physical Activity Indicators; and (3) Courses Rated as Having a Low or Higher Probability of Including Health and Physical Activity Content. [This report was prepared for the North Carolina Center for Health and Wellness, Asheville, and the North Carolina Institute of Medicine, Morrisville.]
Supporting Students in Close Reading. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers. Updated February 2015
Author: Jones, Barbara
Date: 2015-02-00
Type: Guides - Classroom - Teacher
Subjects: Educational Resources,Career Readiness,College Readiness,Gifted Disadvantaged,At Risk Students,Educationally Disadvantaged,Disabilities,English Language Learners,Educational Change,Educational Practices,Instructional Innovation,Common Core State Standards,Teaching Guides,Teaching Methods,Instructional Design,Lesson Plans,Intentional Learning,Reading Strategies,Reading Material Selection,Questioning Techniques,Priming,Formative Evaluation,Demonstrations (Educational),Text Structure,Documentation,English Instruction,Language Arts,Literacy,Readability Formulas,Elementary Secondary Education

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States' CCRS, including the CCSS. The content of this resource is drawn from leading theory and research about learning and formative assessment and from an examination of the CCSS. This resource guides teachers in the process of instructional planning for close reading with students, and is organized as a series of steps that teachers can follow as they prepare for close reading. These steps include: (1) gaining an understanding of close reading; (2) selecting appropriate texts to use with students; (3) priming text: reading the selected text multiple times to (a) annotate text to gain increased understanding of the text, and (b) extract and record relevant information from the text; (4) developing text-dependent questions to stimulate student thinking and discussion of the text; and (5) using evidence gathered from the close reading process to inform instructional next steps (formative assessment). A section on background reading is included.
Fundamentals of Learning. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers
Author: Heritage, Margaret
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Fundamental Concepts,Career Readiness,College Readiness,Educational Resources,Educational Practices,Common Core State Standards,Elementary Secondary Education,Teaching Guides,Thinking Skills,Student Participation,Learner Engagement,Active Learning,Classroom Techniques,Discussion (Teaching Technique)

This publication provides a framework, the Fundamentals of Learning (FOL), to assist teachers in transitioning to the classroom practices called for in the College- and Career-Ready Standards (CCRS). The content of this resource is drawn from leading theory and research about learning and assessment and from an examination of the Common Core State Standards. Since it is the students who actually do the learning, this resource focuses on three fundamental aspects of learning that underpin classroom practice for K-12 students' attainment of the CCRS. The Fundamentals are: (1) Making Meaning; (2) Participating and Contributing; and (3) Managing Learning. This resource is one in a series produced by the Center on Standards and Assessment Implementation. The series' goal is to assist teachers and those who support teachers to plan teaching and learning for diverse learners from the CCRS.
What&apos;s Learned First, What&apos;s Learned Together? Developing a Yearlong Plan from the K-12 College and Career Ready Standards for English Language Arts and Literacy. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers. Updated August 2015
Author: Mancevice, Nicole
Date: 2015-08-00
Type: Guides - Classroom - Teacher
Subjects: Language Arts,Literacy,Common Core State Standards,Career Readiness,College Readiness,English Instruction,Educational Planning,Educational Resources,Alignment (Education),Guides,Instructional Design,Lesson Plans,Concept Mapping,Program Implementation,Elementary Secondary Education,Difficulty Level,Teacher Collaboration,Collegiality,Material Development,Demonstrations (Educational),Teaching Methods

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist educators as they use College and Career Ready Standards (CCRS) to plan instruction for diverse learners. Although the processes described in this resource use the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS, this resource is applicable to all states' CCRS. This resource addresses two essential steps in the process of planning English language arts instruction from CCRS: (1) organizing the standards into a year-at-a-glance template as a means to gain deep understanding of the English language arts and literacy expectations within strands of standards, as well as the connections between and among the strands; and (2) creating a yearlong map of standards in preparation for instructional planning. As teachers work to complete the three templates in this resource, they identify important relationships between standards, determine how to prioritize standards, and organize the standards as a meaningful progression of learning expectations. With a yearlong plan that represents a progression of learning expectations, teachers will be well prepared to structure classroom instruction and assessment to meet their students' learning needs. The authors drew on their understanding of theory and research in a variety of areas to create these tools and processes. The following appendices are included: (1) Exemplars; and (2) Tools and Templates. Additional resources, references, and background materials are included.
Getting a Handle on the Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers
Author: Jones, Barbara
Date: 2015-02-00
Type: Guides - Classroom - Teacher
Subjects: Career Readiness,College Readiness,Program Implementation,Guides,English Language Learners,Disabilities,Educationally Disadvantaged,At Risk Students,Gifted Disadvantaged,Educational Change,Educational Practices,Common Core State Standards,Instructional Design,Instructional Materials,Educational Resources,Mathematics Education,Language Arts,English Instruction,Literacy,Vocabulary,Units of Study,Lesson Plans,Curriculum Design,Course Content,Articulation (Education),Elementary Secondary Education

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. The information and materials provided in this resource are intended to help educators at all levels to better understand the Common Core State Standards (CCSS). This resource provides an overview of the Mathematics and ELA &amp; Literacy CCSS as well as activities for educators to examine the CCSS in depth. Educators can choose to work through all sections of this resource or to use and/or adapt specific sections to tailor this resource to their needs. A section on background reading is included. The following worksheets are included: (1) Browsing the Mathematics CCSS; (2) Interpreting the K-12 Standards for Mathematical Practice; (3) Studying the Old and New Standards--ELA &amp; Literacy; (4) Studying the Learning Progressions of the Mathematics and ELA &amp; Literacy CCSS; (5) Note Taking Worksheet--Implication Coding; and (6) Implication Coding Worksheet--Identifying Needed Resources.
How Is Theory of Mind Useful? Perhaps to Enable Social Pretend Play
Author: Dore, Rebecca A.
Date: 2015-10-00
Type: Journal Articles
Subjects: Theory of Mind,Play,Young Children,Theories,Research,Correlation

It is often claimed that theory of mind is facilitated by pretend play. This perspective piece challenges that view, proposing instead that theory of mind might be useful for driving social pretend play, rather than the reverse. There is a fundamental similarity between pretend play and theory of mind. Pretend play involves projecting a different reality onto a situation, all while knowing what the real situation is. Similarly, understanding false belief--a foundational skill in theory of ind--involves understanding that someone is projecting a different reality onto a situation, when one knows what the real situation is. Hence it is possible that pretend play engenders theory of mind by giving children practice at projecting representations that differ from reality onto that reality. However, across many studies, findings are inconsistent. Overall, the evidence is not strongly supportive of a causal relationship in which pretend play promotes theory of mind skills. Two other possibilities should be given equal consideration: a third variable underpinning both theory of mind and pretend play, and reverse directionality, in which better theory of mind skills enable pretend play--making pretend play one reason why theory of mind is useful. One longitudinal study finds this reverse relationship (Jenkins and Astington, 2000) and more studies should be designed to test this possibility. Given the state of the research, why is it so often assumed that pretend play helps theory of mind? Researchers might be swayed by what Smith (1988) called &quot;play ethos,&quot; the strong belief that pretend play promotes development. But embracing the idea that pretend play promotes theory of mind without solid evidence is not beneficial, and may even be indirectly harmful if such efforts detract from undertakings with better-established effectiveness. [This article was published in &quot;Frontiers in Psychology,&quot; v6 Article 1559 p1-4 Oct 2015.]
Memory Strategies Used by Teachers
Author: Chang, Sau Hou
Date: 2015-00-00
Type: Reports - Research
Subjects: Memory,Mnemonics,Educational Strategies,Educational Practices,Teaching Methods,Teacher Attitudes,Questionnaires,Classroom Techniques,Mathematics Teachers,Inservice Teacher Education,Graduate Students,Elementary School Teachers

The current study examines how teachers use memory strategies to present their lessons. Two research questions are asked. First, what memory strategies do teachers use to teach their lessons? Second, how do teachers use memory strategies in their instruction? Eleven teachers complete an open-ended questionnaire to identify the memory strategies they use and give examples how they use these strategies to teach. Rehearsal is found to be the most frequently used strategy, followed by mental imagery, elaboration, mnemonics, and organization. Representative examples and activities of these memory strategies are given to show how teachers use these strategies in their classrooms. [This article was published in &quot;Ohio Journal of Teacher Education&quot; v29 n1 p5-19 Spr 2015.]
How America Saves for College 2015: Sallie Mae&apos;s National Study of Parents with Children under Age 18
Author: Sallie Mae Bank
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Paying for College,Higher Education,Money Management,Parent Financial Contribution,Family Financial Resources,Parent Responsibility,Economic Factors,Motivation,Racial Differences,Ethnicity,Student Loan Programs,Grants,Goal Orientation,Decision Making,Parent Surveys,National Surveys,Interviews

&quot;How America Saves for College 2015&quot; marks the fifth time Sallie Mae has reported on the theories and practices behind how parents feel about saving for college and what they are doing to save for college. This study reports on the values that parents associate with higher education and their attitudes toward paying for it. In addition, this study captures data on the decisions parents are making about saving, the savings vehicles they are using, and how much they are saving. Sallie Mae produced How America Saves for College 2015 in conjunction with Ipsos. This study reports the results of online interviews that Ipsos conducted in January 2015 of 1,988 American parents with at least one child younger than age 18. The survey sample reflected a cross-section of key demographic variables in the United States. Respondents were able to take the survey in English or Spanish. Additional information about the survey sample, weighting, and margin of error appears in the Technical Notes section of this report. The survey's questions and their responses appear in the Tables section of this report. [For the 2014 report, see ED560131.]
Breaking Down Walls: Increasing Access to Four-Year Colleges for High-Achieving Community College Students
Author: Giancola, Jennifer
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Colleges,Community Colleges,Two Year College Students,Scholarships,Undergraduate Students,College Transfer Students,Academically Gifted,Access to Education,Academic Advising,Low Income Students,Student Recruitment

Many more community college students could succeed at four-year colleges and universities than are given the chance. Significant numbers of academically gifted community college students start their postsecondary education at two-year institutions for a variety of reasons having nothing to do with their ability. Once at community college, however, these students are often unable to transfer to four-year bachelor's degree-granting institutions despite their documented ability, because they lack information, advising, financial support, and opportunity. Yet recent research and the experience of students who were awarded scholarships by the Jack Kent Cooke Foundation upon transferring make clear that many high-performing community college students can excel even at the country's elite colleges and universities. This report concludes that facilitating transfer would benefit both students and institutions of higher education at all levels. How far a student can take his education should be determined by his ability, industry, and creativity, not by the happenstance of the institution where he first began his journey.
Benchmarking 2015: Trends in Education Philanthropy
Author: Grantmakers for Education
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Benchmarking,Educational Trends,Grantsmanship,Philanthropic Foundations,Private Financial Support,Grants,Surveys,Budgets,Educational Finance,Achievement Gap,Equal Education,Faculty Development,Access to Education,STEM Education,Academic Standards,Skill Development,Educational Facilities Design,Charter Schools,Governance,Educational Change,Program Evaluation,Partnerships in Education,Educational Policy,Public Policy

As in past years, this report draws from a survey of Grantmakers for Education membership that provides a snapshot of giving patterns as well as grantmakers' qualitative impressions of lessons and insights from their work. For the first time, this report has sought out the perspectives of non-members who are active in the field, to help broaden perspective to seek to strengthen, deepen, and broaden philanthropy's impact on public education. It has been two years since the last Benchmarking Report, and this year it is found that while the focus on shaping the future of public education remains, the approaches deployed by education philanthropists continue to evolve. This report begins by examining the magnitude and nature of giving across geographies and the age continuum, from birth through to adulthood, as philanthropists seek to support learners at whatever stage and setting they are in. Strikingly, no matter where education philanthropists are working, the commitment to equity is paramount--in different ways, education philanthropists are all working toward a vision of a future where outcomes for all learners improve. This report would not be complete without spotlighting funders' current funding priorities and emerging trends in the field. Highlighted are the ways in which funders are already grappling with the challenge of measuring and magnifying their impact on learners. The report looks at the broader context within which members operate to ask: Is everything being done that can to proactively help members prepare for future challenges and opportunities? An appendix contains the GFE Survey Analysis.
Lifelong Learning Skills for College and Career Readiness: Considerations for Education Policy
Author: McGarrah, Michael W.
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Lifelong Learning,Daily Living Skills,Career Readiness,College Readiness,Educational Policy,Annotated Bibliographies,Educational Research,Evaluation Methods,Developmental Studies Programs

Lifelong Learning Skills (LLS) provide the foundation for learning and working. They broadly support student thinking, self-management, and social interaction, enabling the pursuit of education and career goals. Collectively, LLS are the means by which students master academic content and translate knowledge into action. There is a growing consensus among researchers that LLS are discretely identifiable and actionable levers of support for meeting college and career readiness (CCR) objectives. In an attempt to highlight this, and to consolidate some of the key evidence behind LLS, the College and Career Readiness and Success Center (CCRS Center) at American Institutes for Research has developed an annotated bibliography, which summarizes a broadly applicable and representative sample of LLS research. This executive summary describes uses for the annotated bibliography, highlights key takeaways from the research, provides a sample of LLS assessments, and suggests policy considerations for policymakers and leaders in education.
COMPASS: Collaborative Organizational Model to Promote Aligned Support Structures. Final Evaluation Report
Author: Holliday, Lisa
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Public Schools,Disabilities,At Risk Students,Limited English Speaking,Faculty Development,Alignment (Education),Fidelity,Program Implementation,Program Effectiveness,Reading Achievement,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,Elementary School Teachers,Middle School Teachers

In 2010, Iredell-Statesville Schools was awarded an Investing in Innovation grant (i3) from the Office of Innovation and Improvement within the Federal Department of Education. Collaborative Organizational Model to Promote Aligned Support Structures (COMPASS) is a development grant that seeks to meet the needs of students with disabilities, academically struggling high-needs students, and students with limited English proficiency, by providing timely and targeted professional development to teachers through the alignment of support structures. The Evaluation Group conducted a fidelity of implementation (FOI) study to determine the extent to which the program was delivered as intended. We also conducted an impact study to determine the effect of the program on reading achievement in grades 3-8. [Funding for this report came from the U.S. Department of Education under its Investing in Innovation (i3) initiative to the Iredell-Statesville School District. The Evaluation Group conducted a fidelity of implementation (FOI) study to determine the extent to which the program was delivered as intended ]
The Common Core Initiative, Education Outcomes, and American Indian/Alaska Native Students: Observations and Recommendations
Author: Nelson-Barber, Sharon
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Common Core State Standards,Educational Change,Educational History,Cultural Influences,Theory Practice Relationship,Praxis,Academic Achievement,American Indian Education,Alaska Natives,Outcomes of Education,Educational Policy,Indigenous Populations,Indigenous Knowledge,American Indian Students,Student Characteristics,Educational Legislation,Federal Legislation,Program Implementation,Change Strategies,Educational Improvement,Policy Analysis,Performance Factors

This monograph explores the ways in which large-scale school reform efforts play out in American Indian/Alaska Native communities and schools, starting from a historical and cultural perspective, and focusing on the translation of research into concrete steps leading to American Indian/Alaska Native student academic success and personal well-being.