ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons Learned in 2020 about Postsecondary Online Peer Assisted Learning (PAL) Groups from Previous Research Publications and Recent Survey of PAL Program Administrators
Author: Arendale, David R., Ed.
Date: 2020-05-00
Type: Reports - Research
Subjects: Peer Teaching,Best Practices,Study,Group Activities,Communities of Practice,Training,Leadership Qualities,Leadership Training,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Computers,Internet,Tutoring,Scheduling,Integrated Learning Systems,Computer Software,Interaction,Group Dynamics,Learner Engagement,Barriers,Student Behavior,Interpersonal Relationship,Disease Control,Online Courses,Higher Education,College Faculty,College Students,COVID-19,Pandemics

(Purpose) This publication identifies lessons learned from moving traditional face-to-face peer study groups to online operation. Two sources were consulted. First, previous publications concerning online peer study groups were studied to identify approaches, equipment and software used, and reports of effectiveness. Second, during May 2020 administrators involved with managing peer-assisted learning (PAL) programs were invited to complete an online survey concerning their experiences with operating online in response to the Covid-19 pandemic. (Methods) The individual actions, activities, and approaches recorded in the publications and the 45 surveys were broken into individual units which results in nearly 800 individual pieces of data were created and then they were reorganized into themes and topics for this report. (Results) This data analysis made the identification of best practices more clear since the frequency of them was identified. Eight major themes were identified. (Implications) Lessons have been learned from past experience with offering student-led peer study groups online that can increase the success of students with higher grades and higher rates of persistence towards graduation. It is likely that many or most institutions will begin the fall academic term online and these lessons will be valuable not only for academic assistance, but also with instruction and other student services.
Engaging the Arts across the Juvenile Justice System
Author: Quillen, Cassandra
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Institutionalized Persons,Correctional Institutions,Barriers,Access to Education,Art Education,At Risk Students,Delinquency,Partnerships in Education,Prevention,Intervention,Transitional Programs,Reentry Students,Trauma,Youth Programs,Elementary Secondary Education,Educational Legislation,Federal Legislation

On a given day, more than 43,000 youths who largely identify as students of color and are disproportionately male are held in residential placement facilities as a result of involvement with the juvenile justice system. More than two-thirds of youths living in placement facilities who participated in a national survey shared aspirations to continue their education, with nearly half wanting to pursue postsecondary education. Despite these aspirations, youth involved in the juvenile justice system encounter educational barriers before they enter the system: Nearly one third are diagnosed with a learning disability, nearly half demonstrate academic proficiency below their grade level and close to a quarter are not enrolled in school. A disruption in their academic trajectory because of involvement with the juvenile justice system may prevent a student from continuing their education upon reentry. Sixty-six percent of youths do not return to school after leaving placement. High-quality arts education participation has lasting, positive impacts for youth by supporting development from early childhood into adulthood. The arts provide opportunities to build self-efficacy and achieve personal goals by helping youth develop ownership of their learning, determine individual criteria for success and track personal progress. Research shows that these effects most strongly benefit youth who have limited access to opportunities for academic, personal and social success and are thus at higher risk for low academic achievement, dropping out of high school or entering the juvenile justice system. Arts participation can also reduce the likelihood that they will engage in delinquent, risky or violent behavior. Additionally, the arts support civic outcomes, including political engagement and volunteering, among youth. This Special Report explores research and programs that employ the arts along the juvenile justice continuum: in prevention, intervention, transition and healing.
Teacher Professional Development Challenges Faced by Rural Superintendents
Author: Cadero-Smith, Lisa A.
Date: 2020-05-00
Type: Books
Subjects: Faculty Development,Rural Areas,Superintendents,Barriers,Teacher Supervision,Administrator Attitudes,Experience,Elementary Secondary Education,Educational Policy

Effective teacher professional development is defined as structured professional learning activities which result in changes in teacher practice and improvements in student learning outcomes. Superintendents face common challenges unique to the rural environment which hinder the delivery of effective teacher professional development in rural school districts. These barriers must be addressed to ensure a high-quality education for all rural students. The purpose of this qualitative study was to explore the common experiences and perceptions of superintendents responsible for providing teacher professional development in rural school districts. Social constructivism, interpreted through a transcendental phenomenological lens, was the theoretical framework guiding the research. The investigator interviewed 4 purposefully selected superintendents from rural, remote school districts in Western Washington state. A semi-structured interview protocol consisting of open-ended questions aligned to the study's purpose was utilized to gather data. Results showed superintendents faced inadequate fiscal resources, limited human capital, geographic isolation, and difficulties implementing effective teacher professional development in rural environments. Superintendents overcame challenges by establishing a vision and systems within existing resources and employing aligned professional development practices. Superintendents desired supports which were responsive to the unique needs of rural school districts. The findings may inform the work of rural administrators, professional development consultants, policymakers, regulatory agencies, and rural organizations. The findings may also lead to policy changes, shifts in rural school district resource allocation, and changes in rural teacher professional development delivery to ensure the educational equity of all rural students. [This book was edited by Ismail Sahin and Phu Vu.]
2019-2020 Florida Adult High School Technical Assistance Paper
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: High School Equivalency Programs,Enrollment,Dual Enrollment,Tuition,Accountability,Student Evaluation,Adult Students,Graduation Requirements,Students with Disabilities,Credits,Measurement,Adult Educators,Teacher Certification,Admission Criteria,State Legislation,Transfer Policy,State Standards

The Adult High School (AHS) program enables an adult student, as defined in section (s.)1004.02(5), Florida Statutes (F.S.), to complete the required courses and state assessments to earn a standard high school diploma. Course requirements in adult high school programs are designed in accordance with core content standards per s. 1003.41, F.S. A program of instruction for both traditional and co-enrolled AHS students shall be based on the Florida Department of Education (FDOE) adult education curriculum frameworks found in the 2019-2020 Adult General Education Curriculum Frameworks. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency- and performance-based adult education, distance learning and computer-assisted instruction. Provided is information for adult high schools regarding the following topics: (1) enrollment criteria; (2) criteria for entering into an AHS co-enrollment program; (3) tuition; (4) assessing students for the National Reporting System (NRS); (5) accountability and reporting; (6) graduation requirements; (7) granting high school credits and diplomas to adults; (8) statewide assessments; (9) assessment requirements for students with disabilities; (10) transfer of credit guidelines; (11) diploma/completion options; (12) course code directory; and (13) adult education instructor certification requirements. [For the &quot;2018-2019 Florida Adult High School Technical Assistance Paper,&quot; see ED600584.]
Male and Female High School Students&apos; Expectations for Working in a Health-Related Field. Data Point. NCES 2020-082
Author: Holian, Laura
Date: 2020-06-00
Type: Reports - Research
Subjects: High School Students,Student Attitudes,Expectation,Occupational Aspiration,Longitudinal Studies,Health Occupations,Gender Differences

This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative study of more than 23,000 ninth-graders in 2009. Follow-up surveys were administered to the cohort in 2012, 2013, and 2016. This Data Point uses data from the initial survey in 2009 and first follow-up in 2012. Students who were freshmen in high school in 2009 were asked about their occupational expectations at age 30. They were asked the same question again in the spring of 2012, when most would have been in their junior year. Students wrote in an occupation, which was coded into an occupational category. This Data Point examines expectations for a career in a healthcare field. The Bureau of Labor Statistics projects greater job growth in the healthcare sector than in all other employment sectors between 2016 and 2026. Healthcare occupations account for 16 of the 30 projected fastest growing occupations from 2016 to 2026.
Case Study on Cultural Interference on Language Learning and Teacher Acknowledgement and Adaptation
Author: Bacala, Frederick Navarro
Date: 2019-09-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Cultural Differences,Interference (Learning),Case Studies,Knowledge Base for Teaching,Teacher Attitudes,North Americans,Cross Cultural Studies,College Faculty,State Universities,International Education,Age Differences,Language Fluency,Teaching Experience,Role,Second Language Learning,Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Cultural Awareness,Barriers,Teaching Methods

Cultural interference acknowledgement can be difficult to acknowledge. Student acknowledgment of cultural interference has been researched extensively, but teacher acknowledgement has not. The purpose of this multicase study is to examine teacher acknowledgement of cultural interference, to assess if they are aware of it, and to assist educators in becoming aware of it. The case study involved questionnaires and interviews with American educators based in the United States, Japan, and other countries. The data gathering method used in questionnaires and interviews were 5 open-ended questions. The participant had to answer them in short paragraph answers of detailed responses. The total number of questionnaires received and used for the research was 11. The questionnaires were received from the United States. The participants were currently employed in a college or university in the U.S. The total number of interviews conducted was 10. Half of the interviews were from educators in an American university located in Japan, and the other half of the interviews were from a Japanese public university. Analysis of the research was done through thematic analysis. Codes were established from the data and analyzed. A demographics supplement was given, in addition to conducting the questionnaires and interviews, to assess more information about the participant's age, teaching experience, experience teaching abroad, and education level. This information was deemed important in conducting the research. Significant findings were gained from the research. The number of years teaching abroad was an important factor whether educators can understand cultural factors having an impact on 2nd language fluency. Education level didn't necessarily allow a better understanding of cultural interference, and teaching experience may not necessarily play an important role in acknowledgment of cultural interference.
Collaborative Leadership for Thriving Teams: A Guide for Teacher-Powered Site Administrators
Author: Education Evolving
Date: 2019-03-00
Type: Guides - General
Subjects: Participative Decision Making,Cooperative Planning,Teacher Role,School Administration,Governance,Administrator Role,Teamwork,Principals,Power Structure,Capacity Building,Conflict Resolution,Teacher Evaluation,Observation,Barriers,Work Environment

Over half of all teacher-powered schools have designated administrators, and the role is very different from what a traditional principal does at most K-12 schools. This guide is designed to address the unique opportunities and challenges in being a teacher-powered administrator. The guide draws on the expertise and experience of eight teacher-powered expert administrators from schools around the nation. Here you will learn from their knowledge and skills, as well as reflect individually and as a team on what is best for your own school. This guide is intended for any site administrator working at, creating, or converting to a teacher-powered governance model at their school. It is especially relevant to any administrator coming into an already established teacher-powered school or an administrator whose team wants to move to a more teacher-powered model.
Defining &amp; Measuring Student-Centered Outcomes: Equitably Preparing All Students for College, Career, Civic Participation, and Life
Author: Esdal, Lars
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Student Educational Objectives,Outcomes of Education,Student Centered Learning,Career Readiness,Minimum Competencies,Thinking Skills,Critical Thinking,Creative Thinking,Communication Skills,Interpersonal Competence,Self Management,Self Efficacy,Career Planning,Student Evaluation,Achievement Tests,Performance Based Assessment,Portfolio Assessment,Surveys,Data Collection,Outcome Measures,Competency Based Education,College Readiness

To equitably prepare all students for success in the 21st century, we must define and measure broader, deeper, and more student-centered outcomes for students and schools. In this paper, we review the outcomes that researchers, students, educators, families, and communities indicate are important, and describe the array of emerging strategies for measuring them. Finally, the paper presents a cohesive vision and specific next steps for states; school and district learning communities; and individual students and families wanting to move forward in reimagining outcomes to be more student-centered.
How Can We Improve Teaching in Higher Education? Learning from CUNY Start. CCRC Working Paper No. 120
Author: Cormier, Maria S.
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Teacher Improvement,Faculty Development,College Faculty,Teaching Methods,Instructional Improvement,Student Centered Learning,Expertise,Models,Beginning Teachers,Apprenticeships,Coaching (Performance),Teacher Collaboration,Meetings

Despite the growing evidence on promising approaches to postsecondary instruction--and particularly on the benefits of student-centered, conceptually oriented instruction for underprepared students--there has been limited investment in supporting these approaches' widespread implementation. Most postsecondary instructors have limited training in pedagogy, and broad-access colleges have relatively few resources to invest in improving instruction and building high-quality curriculum. Moreover, the field has few documented models of scalable professional development that results in demonstrated improvements in teaching and student learning. To help address this gap in the literature, this paper describes the professional development model used in CUNY Start, a program developed at the City University of New York to support entering students identified as academically underprepared in literacy and mathematics. Using interview and survey data collected as part of a larger random assignment evaluation of CUNY Start, the paper explores how CUNY Start's multifaceted, coordinated system of professional development supports postsecondary instructors in enacting a student-centered, conceptually oriented instructional approach. CUNY Start's professional development model has several notable features: a staffing approach that values instructional expertise, an apprenticeship for new hires, coaching through classroom observations, and cross-college meetings. While this model is distinct from traditional approaches to professional development in higher education, elements of it can be applied in other higher education settings. The paper concludes by discussing how colleges and departments might structure professional development around a set of student learning goals, offer a system of ongoing supports, and create a staffing model that supports the development of instructional expertise. [The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H140065 to MDRC.]
Public District Schools + Public Chartered Schools
Author: Kolderie, Ted
Date: 2016-03-23
Type: Reports - Descriptive
Subjects: Public Education,Charter Schools,School Districts,Educational Innovation,Educational Legislation,Educational Development

Public education now has two sectors: a district sector and a chartered sector. Chartering--and this two-sector arrangement in general--needs to be thought of as a strategy for change, not just a set of schools. Given flexibility, the chartered sector can and does generate the needed innovation, the necessary improvements in learning. This white paper tees up a continuing coverage through 2016 of the Minnesota chartered sector--of developments in its schools, among the authorizers, in its legislative, and institutional setting and in the policy discussion about its role in public education.
Recommendations for Minnesota&apos;s Teacher Standards of Effective Practice
Author: Kaput, Krista
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Standards,Educational Policy,Policy Formation,Standard Setting,Student Centered Learning,Equal Education,Reflective Teaching,Teacher Student Relationship,Student Development,Individualized Instruction,Competency Based Education,Culturally Relevant Education,Social Development,Emotional Development,Teacher Leadership,Teacher Collaboration,State Policy,Preservice Teacher Education

In 2018, the Professional Educator Licensing and Standards Board (PELSB) opened rulemaking on the Standards of Effective Practice, which are the core set of knowledge and skills that all teacher candidates in Minnesota teacher preparation programs learn. Opening these regulations has created the opportunity for Minnesota to start rethinking how teacher candidates can and should be trained to equitably meet the needs of all students by taking into account their students' interests, identities, life experiences, and aspirations--what we call student-centered learning. Based on extensive stakeholder engagement, Education Evolving (EE) identified nine areas that we recommend the PELSB strengthen or add when drafting the new Standards of Effective Practice: (1) Equity &amp; Diverse Learners; (2) Self-Reflection; (3) Positive Relationships &amp; Student Ownership; (4) Positive Identity Development; (5) Personalization; (6) Social-Emotional Learning; (7) Collaborative Relationships with Families; (8) Collaborative Leadership; and (9) Understanding Relevant Policies. We also examined the professional teaching standards in 45 states and the District of Columbia in order to find examples of language that aligned with our recommendations.
K-12 Education: Education Needs to Address Significant Quality Issues with Its Restraint and Seclusion Data. Report to Congressional Committees. GAO-20-345
Author: Nowicki, Jacqueline
Date: 2020-04-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Discipline,Behavior Modification,Public Schools,School Districts,Data Collection,Quality Control,Definitions,Student Behavior,Data Analysis,Elementary Secondary Education,Disclosure,Reports,Incidence,Preschool Education,Preschool Children,Elementary School Students,Secondary School Students,Educational Needs,Training,Accountability,Civil Rights,State Legislation,Federal Legislation

Every 2 years, Education requires nearly all school districts to report incidents of restraint and seclusion. Generally, restraint is restricting a student's ability to move, and seclusion is confining them alone in a space they cannot leave. The House Committee on Appropriations' explanatory statement accompanying the Consolidated Appropriations Act of 2018 included a provision for the Government Accountability Office (GAO) to evaluate the Civil Rights Data Collection's (CRDC's) restraint and seclusion data. This report examines (1) the effectiveness of CRDC data quality control procedures; (2) selected districts' interpretation of CRDC's restraint and seclusion definitions; and (3) selected districts' use of data. GAO analyzed CRDC's quality control processes for school year 2015-16, and interviewed officials from seven stakeholder groups and over 50 school and district officials in three states. GAO selected states, districts, and schools to obtain a range of perspectives on using restraint and seclusion data and interpreting CRDC definitions of restraint and seclusion. Selection criteria included changes in reported incidents year to year and laws requiring districts to report incidents to states.
Reimagining Teacher Preparation: An Invitation to Create New Programs for Changing Teacher Roles. Design Ideas
Author: Vitrella, Alex
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Educational Innovation,Best Practices,Teacher Education Curriculum,Curriculum Development,Sequential Approach,Teacher Competencies,Competency Based Teacher Education

Teaching is the number one in-school factor affecting student outcomes. And a central part of the strategy for improving teaching involves better teacher preparation. There is a great need for more relevant and innovative teacher preparation programs, and Education Evolving believes creating a new program--potentially within a non-conventional institutional host--is the best way to keep the program truly independent and innovative. Possible non-conventional hosts include out-of-school programs, museums, teachers unions, school-university partnerships, and other entities that are passionate about student learning. Such a program could be open to prospective teachers entering at multiple points in their education pathways and careers. This report highlights essential elements and best practices for this new teacher preparation program. It begins by exploring which skills teachers in 21st century schools will need as their roles change to fit the needs of their students and society. The report then describes some of the most basic elements or best practices that should be included in a program and proposes a sequence and flow to the various portions of the program. And finally, it considers what types of organizations might be best suited to house this new program. [This proposal was written in collaboration with Lars Johnson and Eura Chang.]