ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of a District-Managed Restart Strategy for Low-Performing Schools in Texas. REL 2022-137
Author: Herrera, Angelica
Date: 2022-08-00
Type: Reports - Research
Subjects: School Turnaround,Educational Change,School Districts,Grants,Principals,Teachers,Urban Schools,Suburban Schools,Administrator Attitudes,Program Implementation,Program Effectiveness,Occupational Mobility,Academic Achievement,Attendance,Labor Turnover,Teacher Characteristics,Accountability,Teacher Competencies,Administrator Characteristics,Low Achievement,Elementary Schools,Middle Schools,Educational Quality,Personnel Selection,Interpersonal Relationship,Time Factors (Learning),Partnerships in Education

The Texas Education Agency offers grants for districts to implement school turnaround strategies at low-performing schools. Districts that receive these grants can implement a school turnaround strategy (referred to as a district-managed restart strategy) that includes replacing most of the principals and teachers at schools that the district identifies as struggling and needing additional support. From 2015/16 to 2018/19, 29 schools across four urban and suburban districts in Texas implemented a district-managed restart strategy in three cohorts: one district began in 2015/16, another in 2017/18, and two in 2018/19. This study used longitudinal administrative data and interviews with district and school leaders to examine implementation of the restart strategy and its effects on teacher and principal mobility, student achievement, and student attendance. Nearly 80 percent of the teachers at schools in the year before implementation of the restart strategy left before the beginning of the restart school year. Educators who arrived at restart schools were more likely to have more than three years of experience and to have an advanced degree than those who left or stayed. The restart strategy had a positive effect on student achievement in reading and math and on student attendance, but the effect on attendance was not sustained beyond the first year of implementation. Nearly all restart schools met accountability standards within the first three years of implementation. Finally, interviews with district and school leaders suggested that recruiting high-performing teachers to relocate to restart schools was time consuming and that the grant-funded salary stipend might not have been a large enough incentive for high-performing teachers to relocate. State leaders can use the results of this study to make decisions about continuing to offer grants for districts to implement the district-managed restart strategy in their low performing schools. [For the Study Snapshot, see ED621561. For the Appendixes, see ED621560.]
Effects of a District-Managed Restart Strategy for Low-Performing Schools in Texas. REL 2022-137. Appendixes
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-08-00
Type: Reports - Research
Subjects: School Turnaround,Educational Change,School Districts,Grants,Principals,Teachers,Urban Schools,Suburban Schools,Administrator Attitudes,Program Implementation,Program Effectiveness,Occupational Mobility,Academic Achievement,Attendance,Labor Turnover,Teacher Characteristics,Accountability,Teacher Competencies,Administrator Characteristics,Low Achievement,Elementary Schools,Middle Schools,Educational Quality,Personnel Selection,Interpersonal Relationship,Time Factors (Learning),Partnerships in Education

The Texas Education Agency offers grants for districts to implement school turnaround strategies at low-performing schools. Districts that receive these grants can implement a school turnaround strategy (referred to as a district-managed restart strategy) that includes replacing principals and teachers at schools that the district identifies as struggling and needing additional support. The &quot;Effects of a District-Managed Restart Strategy for Low-Performing Schools in Texas&quot; study examined implementation of the restart strategy and its effects on teacher and principal mobility, student achievement, and student attendance. This document presents the following four appendixes that accompany the study: (1) Data and methods; (2) Supporting analyses; (3) Supplemental analyses; and (4) Interview sample and protocol. [For the full report, see ED621559. For the Study Snapshot, see ED621561.]
Effects of a District-Managed Restart Strategy for Low-Performing Schools in Texas. REL 2022-137. Study Snapshot
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Change,School Districts,Grants,Principals,Teachers,Urban Schools,Suburban Schools,Administrator Attitudes,Program Implementation,Program Effectiveness,Occupational Mobility,Academic Achievement,Attendance,Labor Turnover,Teacher Characteristics,Accountability,Teacher Competencies,Administrator Characteristics,Low Achievement,Elementary Schools,Middle Schools,Educational Quality,Personnel Selection,Interpersonal Relationship,Time Factors (Learning),Partnerships in Education

The Texas Education Agency offers grants for districts to implement school turnaround strategies at low-performing schools. Districts that receive these grants can implement a school turnaround strategy (referred to as a district-managed restart strategy) that includes replacing principals and teachers at schools that the district identifies as struggling and needing additional support. This Study Snapshot highlights findings from a study that used longitudinal administrative data and interviews with district and school leaders to examine implementation of the restart strategy and its effects on teacher and principal mobility, student achievement, and student attendance. From 2015/16 to 2018/19, 29 schools across four urban and suburban districts in Texas implemented a district-managed restart strategy in three cohorts: one district began in 2015/16, another in 2017/18, and two in 2018/19. State leaders can use the results of this study to make decisions about continuing to offer grants for districts to implement the district-managed restart strategy in their low-performing schools. [For the full report, see ED621559. For the Appendixes, see ED621560.]
Learning Analytics and Its Data Sources: Why We Need to Foster All of Them
Author: Tempelaar, Dirk
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Responses,Surveys,Bias,Academic Achievement,Prediction,Introductory Courses,Undergraduate Students,Foreign Countries,Problem Based Learning,Statistics Education,Mathematics Instruction,Student Attitudes,Goal Orientation,Psychological Patterns,Metacognition,Scores,Classification

The search for rigor in learning analytics applications has placed survey data in the suspect's corner, favoring more objective trace data. A potential lack of objectivity in survey data is the existence of response styles, the tendency of respondents to answer survey items in a particular biased manner, such as yeah saying or always disagreeing. Making use of multiple survey instruments that exhibit similar types of response styles, our empirical study identifies response style bias by estimating the aggregate level of a set of response styles, amongst them the Acquiescence Response Style and the Dis-Acquiescence Response Style. We next demonstrate that trace variables are indeed bias-free in that their estimated response style components are small in size, accounting for minimal explained variation. Remarkably, course performance data is not bias-free, implying that predictive modelling for learning analytics purposes will, in general, profit from the inclusion of these bias components or apply survey data containing such response style bias to increase predictive power. [For the full proceedings, see ED621108.]
Academic Integrity in the Creative Arts
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Integrity,Creative Activities,Art Education,Video Technology,Audio Equipment,Musical Composition,Cheating,Plagiarism,Contracts,Authentic Learning,Evaluation Methods,Performance,Art Products,Dance Education,Theater Arts,Video Games,Visual Arts,Indigenous Populations,Intellectual Property,Foreign Countries,School Policy,Higher Education

Work produced during a course of study in the creative arts may differ from assessment in other disciplines in the following ways: (1) it is non-text-based: work may consist of a performance, video recording, digital or interactive work, music composition, audio recording, or physical artefact; and (2) it is creative: works demonstrate individual authorship, incorporating original and subjective elements. While breaches of academic integrity, such as plagiarism and contract-cheating, can occur in the creative arts, defining academic integrity, and detecting breaches of integrity in creative arts works is complex. This paper addresses the topics of academic integrity as authentic learning, embedding academic integrity in the creative arts curriculum, institutional academic integrity policy and the creative arts, and designing creative arts assessment for academic integrity.
Maximizing the Potential of Transparent Simulations by Combining Performance Goals with Learning Goals and Exploratory Guidance in a Dynamically Complex Task
Author: Capelo, Carlos
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Teaching Methods,Educational Technology,Technology Uses in Education,Goal Orientation,Performance,Comprehension,Program Effectiveness,Academic Achievement,Discovery Learning,Foreign Countries,Business Administration Education

Simulation-based learning environments have been proposed by researchers, as educational tools to support learning in complex business systems. However, studies have evidenced that subjects may nevertheless have great difficulty understanding and managing dynamic systems. Previous research has revealed positive learning and performance effects of using transparent simulations (that is, revealing users the structure and behaviour of the simulator model). This study explores the effects of combining exploratory guidance, learning goals, and performance goals in a transparent simulation of a dynamically complex system. We present a set of hypotheses about the influence of different goal-setting conditions on participants' performance and comprehension of the system dynamics. In a simulation experiment, participants interacted with a system dynamics model representing the growth of a business venture. Participants who previously worked higher learning goals under exploratory guidance and were then submitted to higher performance goals (compared to vague goals) achieved higher performance and demonstrated better comprehension of the model dynamics. However, participants who were only subjected to more specific, high performance goals (compared to vague performance goals) did not improve their outcomes and revealed larger differences within the treatment group. Two out of the four hypotheses were confirmed. In a transparent simulation of a dynamically complex system, setting specific, high learning goals, previously worked through exploratory guidance, positively moderates the impact of the level of performance goals on the comprehension of the model dynamics and performance. [For the full proceedings, see ED621108.]
Using Adaptive Mastery Testing in Assessment Management Systems
Author: Sahin, Muhittin
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Learning Processes,Adaptive Testing,Computer Assisted Testing,Student Evaluation,Educational Objectives,Statistics Education,Computer Software,Pilot Projects,Undergraduate Students,Technology Uses in Education,Integrated Learning Systems,Graduate Students,Test Items

The use of technology for teaching and learning has created a paradigm shifting in learning environments and learning process, and also the paradigm shifting has also affected the assessment processes. In addition to these, online environments provide more opportunities to assess of the learners. In this study, the Adaptive Mastery Testing (AMT) system in Assessment Management System was designed and developed in which students can test themselves, recognize their strengths and weaknesses, and determine their learning objective based competencies. AMT environment is structured in accordance with the rapid prototyping software developing model. In this environment, there are questions for the students about four learning objectives, which are among the basic subjects of the Statistics course. AMT environment consists of presentation, assessment, domain and learner model. Pilot implementation was carried out with 98 undergraduate students. In order to evaluate of the environment, number of tests taken, number of correct answer, number of wrong answer and number of total answer data were used. According to the findings, it is seen that most of the students are masters in the learning objectives presented to them. In addition, it was found that half of the students took an average test to become a master. In other words, half of the learners participating in the study were determined as masters by the system in the first test they took for each learning objective. [For the full proceedings, see ED621108.]
Paterson Kids Count 2015: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Children,Well Being,Poverty,Child Health,Nutrition,Advocacy,Breakfast Programs,Child Welfare,Family Programs,Federal Programs,Welfare Services,Reading Achievement,Low Achievement,Elementary School Students,Grade 3,Grade 4,Tax Credits,Family Income,Housing,Lunch Programs,Child Safety,Early Childhood Education,One Parent Family

&quot;Paterson Kids Count&quot; is a statistical profile of the well-being of Paterson children in critical areas, such as poverty, health and nutrition. This second edition also documents the success of a data-driven, collective local effort in three key areas that were targeted for sustained advocacy and attention: (1) low school breakfast participation; (2) a high rate of uninsured children; and (3) a low rate of proficient readers by 3rd and 4th grade.
Guidance Note: &quot;Scholarship.&quot; Version 3.0
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2022-05-04
Type: Reports - Descriptive
Subjects: Foreign Countries,Scholarship,Educational Research,Educational Quality,Standards,Evaluation Criteria,Peer Evaluation,Educational Practices,Evidence,Faculty Development,Professionalism,Definitions

In the context of the &quot;Higher Education Standards Framework (Threshold Standards) 2021&quot; (HES Framework), 'scholarship' refers to those activities concerned with gaining new or improved understanding, or appreciation and insights into a field of knowledge, or engaging with and keeping up to date with advances in the field. The Australian Government Tertiary Education Quality and Standards Agency (TEQSA) acknowledges that notions of scholarship may vary within and amongst providers and that the mission and category of the provider may influence the type of scholarship practised. TEQSA also recognises the diverse strategies used to develop, support and sustain scholarship, both at the institutional level and for individual staff. This report presents the following guidance for Scholarship from TEQSA: (1) What does scholarship encompass?; (2) What TEQSA will look for; and (3) Common issues.
Guidance Note: Work-Integrated Learning. Version 2.0
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2022-05-04
Type: Reports - Descriptive
Subjects: Foreign Countries,Work Experience Programs,Job Skills,Skill Development,Professionalism,Responsibility,Professional Identity,Role,Supervision,Expectation

In the context of the &quot;Higher Education Standards Framework (Threshold Standards) 2021&quot; (HES Framework), work-integrated learning (WIL) encompasses any arrangement where students undertake learning in a work context as part of their course requirements. WIL can be undertaken as part of coursework or research training. The nature and scope of WIL may vary in purpose (with a focus on technical skill acquisition, professionalism, professional responsibility, identity and values, enculturation to professional roles etc), duration (short-term to long-term, part-time or full-time), timing in the curriculum (in the first, middle or final years), extent of supervision and tasks and responsibility given to students, as well as the extent of integration of the student learning with the activities of the workplace or with the remainder of the student's coursework. This report presents the following guidance for Work-Integrated Learning from the Australian Government Tertiary Education Quality and Standards Agency (TEQSA): (1) What does work-integrated learning encompass? ; (2) What TEQSA will look for; and (3) Common issues.
Considerations for Evidence Standards in Education Research
Author: Davis, Elisabeth
Date: 2020-00-00
Type: Reports - Research
Subjects: Educational Research,Standards,Evidence,Evidence Based Practice,Decision Making,Evaluation Criteria,Clearinghouses

Despite a history that can be tracked to 1867, the US Department of Education is a relative newcomer to applying evidence standards to education research. The What Works Clearinghouse (WWC) reviews intervention research to support evidence-based decision making. This is done by applying standards of research quality to studies and giving those studies ratings that indicate the extent to which the findings are trustworthy. In addition, nonprofit entities have also invested in vetting research toward more informed decision-making in education and other policy areas. There is much overlap in the interventions of interest to the WWC and other research vetting entities. The authors model the comparative approach using a case study of the &quot;Career Academies&quot; program, reviewed under WWC Group Design Standards, Blueprints for Healthy Youth Development (Univeristy of Colorado Boulder, 2019), and Social Programs that Work (Arnold Ventures', 2019) standards. The goal of this comparison is to examine these and other standards frameworks, extending the case study of &quot;Career Academies&quot; toward the goal of illuminating differences in framework-specific assessments of interventions that could confound decision making for practitioners. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Student and School Characteristics Associated with Academic Performance and English Language Proficiency among English Learner Students in Grades 3-8 in the Cleveland Metropolitan School District
Author: Garrett, Rachel
Date: 2020-00-00
Type: Reports - Research
Subjects: Student Characteristics,Institutional Characteristics,Academic Achievement,English Language Learners,English (Second Language),Language Proficiency,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Mathematics Achievement,Language Arts,Elementary School Students,Middle School Students

The Cleveland Metropolitan School District (CMSD) has seen the number of English learner students in grades K-12 increase in recent years, even as overall enrollment has decreased. In addition, the English learner student population has grown more diverse in race/ethnicity, country of origin, and native language. The increasingly diverse English learner student population requires more support from the district to meet broader needs for language, cultural, and educational assistance. The Cleveland Partnership for English Learner Success is a researcher-practitioner partnership between Regional Educational Laboratory Midwest and CMSD's Multilingual Multicultural Education Office and the district's research office. The partnership has prioritized examining the characteristics of English learner students and the schools they attend to identify which of those characteristics are associated with student achievement. The partnership undertook this research to help improve district and school supports for English learner students. The authors found the number of English learner students speaking languages other than Spanish increased. From 2011/12 to 2016/17 the percentage of students whose native language was Spanish decreased from 82 percent to 71 percent. During the same period the percentage whose native language was Arabic increased from 4 percent to 9 percent, and the percentage speaking an African language doubled from 5 percent to 10 percent. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Math Is for Girls: The Unequal Effects of Text-Messaging to Help Parents Support Early Math Development
Author: Doss, Christopher
Date: 2020-00-00
Type: Reports - Research
Subjects: Mathematics Education,Intervention,Preschool Education,Preschool Children,Parent Participation,Learning Activities,Mathematics Skills,Program Effectiveness,Handheld Devices,Telecommunications,Child Behavior,Parents as Teachers

Math education has been in the forefront of education policy discussions for over two decades. Interest in math by politicians, policymakers, researchers, and practitioners stems, in part, from the understanding that the economy will depend on jobs in science, technology, engineering, and mathematics (Clements, 2004). While math is increasingly taught in formal early childhood education settings, young children's exposure to math is less prevalent at home. The authors analyze the effects of 32-week, parent-facing text-message curricula on pre-kindergarten math achievement. The text-messaging program provides parents with small, easy-to-implement activities that leverage everyday routines and household materials. The program is designed to combat common barriers to behavior change identified in behavioral economics. This study demonstrates that a text-messaging program for parents based on behavioral economics principals can improve the mathematics development of pre-kindergarteners, with a combination program more effective than a pure math program. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Baldwin and Bender&apos;s Eighth Reader. Eight Book Series
Author: Baldwin, James
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Skills,Oral Reading,Classics (Literature)

This textbook is part of a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. The selections have been chosen and arranged with strict reference to the capabilities and tastes of the pupils who are to read them, thus making every exercise in oral reading both easy and enjoyable as well as instructive. Writings by authors such as George Eliot, Robert Browning, Arabella B. Buckley, Washington Irving, Eliza Cook, Douglas William Jerrold, Percy B. Shelley, and Fiona Macleod are presented.
Baldwin and Bender&apos;s Sixth Reader. Eight Book Series
Author: Baldwin, James
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Classics (Literature),Reading Skills

This textbook is part of a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. The selections to be memorized are such as have been recommended and required by the departments of education in New York state and elsewhere. They should not be disregarded until the end, but should be studied and spoken at appropriate times throughout the year. Writings by authors such as Thomas Westwood, Katharine Tynan, Felicia D. Hemans, Henry W. Grady, William E. Griffis, Charles Dickens, and William Shakespeare are presented.