ethanporcaro/eric-fulltext-meta huggingface dataset:
Use Research Like a Champion
Author: Noakes, Sierra
Date: 2018-10-00
Type: Reports - Research
Subjects: School Districts,Kindergarten,Elementary Secondary Education,Teacher Attitudes,Specialists,Coaching (Performance),Faculty Development,Educational Technology,Decision Making,Evidence Based Practice,Teaching Methods,Surveys,Networks,Administrator Attitudes,Educational Innovation,Program Evaluation,Guidelines,Web Sites,Communities of Practice,Superintendents,Principals,Librarians,School Personnel,Computer Software,Technology Integration

Digital Promise's Marketplace Initiative, which has collaborated with district leaders across the country to develop tools and resources that support their edtech evaluation efforts, wanted to understand how tools can support education decision makers use evidence to inform procurement and adoption decisions. In 2018, Digital Promise administered a survey to further contribute to the research that exists on research and evidence use in schools and districts. Most research on this topic only considers the perspectives of superintendents and principals. This new survey, however, intended to incorporate perceptions and attitudes around research and evidence use across a more expansive list of education roles, including educators, coaches, and instructional specialists. To guide future work, the survey also sought to understand self-reported research and evidence use across Digital Promise networks to understand who needs coaching and support going forward and in what areas. Through the survey, findings uncover differences between education leaders' perceptions of the significance of research and evidence to inform program adoption and procurement. Moreover, the survey finds interesting differences in the types of research and evidence used by various education roles to inform decisions around the adoption and procurement of innovative educational programs.
ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools. OPEPD-IO-21-01
Author: Department of Education (ED), Office of Planning, Evaluation and Policy Development
Date: 2021-04-00
Type: Guides - General
Subjects: COVID-19,Pandemics,Educational Change,School Closing,Disease Control,Health Promotion,Visual Aids,Students with Disabilities,Elementary Schools,Secondary Schools,Transportation,Symptoms (Individual Disorders),Hygiene,School Safety,Grouping (Instructional Purposes),Educational Environment,School Schedules

This is the first volume in the U.S. Department of Education (ED) COVID-19 Handbook, a series intended to support the education community as schools reopen. This series will provide tools to aid educators in implementing Centers for Disease Control and Prevention's (CDC's) Operational Strategy for K-12 Schools Through Phased Prevention (K-12 Operational Strategy) by addressing common challenges and providing practical examples. This volume provides applicable strategies to promote universal and correct use of masks in schools by utilizing signage and school announcements to remind students and staff how to use masks. This volume guides educators through working with students with disabilities who cannot wear a mask or safely wear a mask, consistent with CDC guidelines. It also details a variety of practical ways that educators and schools can practice physical distancing to mitigate the spread of COVID-19, including: (1) grouping students into a pod that stays together all day with their core teacher (and any aide or student teacher who is present), including for lunch and recess; (2) using cafeterias and auditoriums for classes; (3) staggering the use of communal spaces and reconfiguring bell schedules to minimize foot traffic; and (4) for transportation to school, seating one student per row and assigning each bus rider to a designated seat that is the same every day. A successful school reopening strategy requires engaging the entire school community to promote actions that will lead to a safe learning environment for all educators, staff, and students. This handbook lays out a roadmap for who should be at the table and suggests ways that school leaders and educators can conduct individual outreach activities and use surveys and virtual town halls to engage the community in an effort to reopen schools. [For &quot;ED COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students' Needs. OPEPD-IO-21-02,&quot; see ED614454.]
ED COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students&apos; Needs. OPEPD-IO-21-02
Author: Department of Education (ED), Office of Planning, Evaluation and Policy Development
Date: 2021-04-00
Type: Guides - General
Subjects: COVID-19,Pandemics,Educational Change,School Closing,School Safety,Student Needs,Elementary Schools,Secondary Schools,Breakfast Programs,Lunch Programs,Distance Education,Mental Health,Access to Education,Inclusion,Technology Uses in Education,Acceleration (Education),Equal Education,Well Being,Migrant Education,Health Promotion,Tutoring,After School Programs,Summer Programs,Enrichment Activities,Access to Computers

Coronavirus Disease 2019 (COVID-19) has exacerbated existing inequities and inadequacies across a range of social structures, including our nation's education system. The pandemic has also had a more damaging impact on communities and people of color, including many who already faced health challenges. Congress has provided significant federal funding, including most recently through the historic American Rescue Plan Act of 2021 (ARP), to support the safe reopening of schools. Volume 2 of the handbook focuses on research-based strategies to address the social, emotional, mental-health, and academic impacts of the pandemic on students, educators, and staff, such as how to address any potential anxiety or depression some may face as a result of the COVID-19 pandemic and nearly a year of remote learning. Strategies in this volume can be supported by funding under the ARP. Each section provides strategies and considerations for meeting the needs of underserved students. The sections include: (1) providing school meals regardless of educational setting; (2) meeting the social, emotional, and mental-health needs of students; (3) providing all students with access to a safe and inclusive learning environment; (4) accelerating learning through in-classroom instructional approaches, tutoring, and expanded learning time; (5) supporting equitable access and effective use of technology for teaching and learning; (6) using data about students' opportunities to learn to help target resources and support; (7) addressing resource inequities; (8) stabilizing a diverse and qualified educator workforce; and (9) supporting educator and staff well-being. [For &quot;ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools. OPEPD-IO-21-01,&quot; see ED614453.]
Democratic Citizenship Education: Guidelines and Recommendations for Implementation in Higher Education
Author: Darmanin, Martina
Date: 2020-09-15
Type: Reports - Descriptive
Subjects: Democracy,Citizenship Education,Student Unions,Foreign Countries,Participative Decision Making,Governance,Educational Policy,Policy Formation,Curriculum Development,Student Evaluation,Advocacy,College Students,Program Implementation

These recommendations have been put together for the guidance and reference of European Students' Union (ESU's) membership of national student unions and student representatives mandated by point 2.3.b. of ESU's Plan of Work 2019-2020: &quot;ESU should develop recommendations on what students can do to promote democratic citizenship education and to collaborate with academic staff in order to implement the concept of democratic citizenship education in their educational process.&quot; Student representatives have an important and influential role in the national and institutional governance (design, decision making and implementation) processes of educational policy, curriculum and assessment. It is hoped that the guidelines and recommendations in this report provide the right tool to incentivise student-led advocacy efforts for the enhancement of democratic citizenship education in Europe.
Social and Emotional Learning during COVID-19 and Beyond: Why It Matters and How to Support It
Author: Rosanbalm, Katie
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,COVID-19,Pandemics,Emotional Response,Mental Health,Well Being,Student Needs,Intervention,Student Behavior,Program Implementation,Educational Policy,Educational Legislation,State Policy,Preschool Education,Elementary Secondary Education,Stress Management

Social and emotional learning (SEL) is the process through which children and youth learn and apply prosocial skills in five core competence areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Weissberg et al., 2015). These are the skills that young people need in order to effectively recognize and manage emotions, follow directions, work well with others, plan and achieve goals, and make responsible and caring short- and long-term life choices. The COVID-19 pandemic has brought enormous stress and systemic upheaval to schools, staff and students alike. It can be anticipated that significant emotional, social, behavioral, and academic challenges will result from these many months of crisis. Even when schools are able to return to operations as normal, it is going to take quite some time to overcome the disconnection and address the developmental gaps caused by spending so much time socially distanced from one another, and under conditions of considerable stress and anxiety. To return students and staff to the calm, connected, and self-regulated state that they need as a foundation to learning, SEL instruction and coaching is going to be more critical than ever. This report discusses SEL, why it matters now more than ever after the COVID-19 pandemic, structuring SEL in education, and SEL implementation plans. It also provides a spotlight on SEL practices in North Carolina during COVID-19.
Improving Construct Validity Yields Better Models of Systematic Inquiry, Even with Less Information
Author: Sao Pedro, Michael A.
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Content Validity,Data Interpretation,Models,Predictive Validity,Science Process Skills,Inquiry,Research Design,Hypothesis Testing,Middle School Students,Artificial Intelligence,Information Needs,Accuracy

Data-mined models often achieve good predictive power, but sometimes at the cost of interpretability. We investigate here if selecting features to increase a model's construct validity and interpretability also can improve the model's ability to predict the desired constructs. We do this by taking existing models and reducing the feature set to increase construct validity. We then compare the existing and new models on their predictive capabilities within a held-out test set in two ways. First, we analyze the models' overall predictive performance. Second, we determine how much student interaction data is necessary to make accurate predictions. We find that these reduced models with higher construct validity not only achieve better agreement overall, but also achieve better prediction with less data. This work is conducted in the context of developing models to assess students' inquiry skill at designing controlled experiments and testing stated hypotheses within a science inquiry microworld.
Examining Frequency and Modality of Parent Engagement in an Elementary School Mental Health Intervention
Author: Kurian, Jennifer
Date: 2021-04-00
Type: Reports - Research
Subjects: Parent Participation,Parent School Relationship,Parent Role,Ethnic Diversity,Low Income Groups,Elementary School Students,Group Therapy,Meetings,Socioeconomic Influences,Attendance,Racial Differences,Minority Groups,Mental Health,School Health Services,Barriers,School Psychologists,Grade 1,Grade 2,Interpersonal Relationship,Homework

School psychologists are encouraged to empower parents to be active partners in their child's education, including providing social-emotional supports. Typical parent engagement efforts involve trying to get parents to attend school meetings, which may overlook other ways parents can meaningfully support students. The current study examined engagement in a racially/ethnically diverse, predominantly low-income sample of parents of early elementary students participating in school-based group therapy. Most parents engaged in parent meetings, but approximately 20% engaged in other ways, including home activities. Lower income was associated with less frequent meeting attendance, while child racial/ethnic minority status predicted greater skill support at home. Therapist-parent relationship predicted meeting attendance. Results suggest that schools may enhance engagement by providing varied opportunities for parents. [This paper was published in &quot;Journal of Applied School Psychology.&quot;]
Pathways to Kindergarten: A Latent Class Analysis of Children&apos;s Time in Early Education and Care
Author: Helsabeck, Nathan P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Kindergarten,Preschool Children,Multivariate Analysis,Profiles,Outcomes of Education,Aggression,Student Adjustment,Interpersonal Competence,Self Efficacy,School Readiness,Predictor Variables,Individual Differences,Cognitive Development,Social Development,Behavior Development,Achievement Tests

Research findings: Using a sample of 568 students from 61 kindergarten classrooms whose primary caregivers completed a questionnaire describing their child's early childhood education and care (ECEC) by year from birth to pre-kindergarten, we identified seven pathways characterizing children's ECEC experiences using a latent class analysis. Once identified, profile membership was included as an independent variable in a multilevel model to predict children's cognitive and social-behavioral outcomes at kindergarten entry. Although a considerable body of work has examined dosage of time in (ECEC) and its associations with children's skills in later grades, we extend this work by expanding the definition of dosage to include multiple care arrangements from birth to kindergarten entry and by examining if profiles of ECEC participation have associations with kindergarten-entry skills. Our findings show membership in profiles in which children spent consistent time in center-based care from birth to five were associated with adverse social-behavioral outcomes including behavioral aggression, school adjustment, peer social skills, and self-efficacy. Practice or policy: Our findings suggest the importance of considering more nuanced differences in children's experiences with ECEC and the need for possible interventions to support the social-behavioral development of children with exposure to five years of center-based care. [This paper was published in &quot;Early Education and Development&quot; (EJ1306422).]
Profiles of Preschool Attendance and Children&apos;s Kindergarten Readiness
Author: Justice, L. M.
Date: 2020-00-00
Type: Reports - Research
Subjects: School Readiness,Preschool Education,Kindergarten,Disadvantaged Youth,Family Characteristics,Student Characteristics,Public Schools,Child Development,Child Behavior,Child Care,Academic Achievement,Gender Differences,Age Differences,Racial Differences,Parent Background,Mothers,Educational Attainment,English Language Learners

Research Findings: The amount of time and type of program that children experience in early childhood settings may be associated with children's kindergarten-entry skills, or kindergarten readiness. Taking a person-centered perspective, in the present study, we examined the extent to which reliable and unique profiles of early childhood experiences among a heterogeneous group of preschool children could be identified (N = 422). Based on parent reports of children's early education experiences in the year before kindergarten, three distinct profiles were identified. The three groups (Part-Time Head Start, Public Preschool and Other Care Programs, and Full-Time Head Start) significantly differed based on family and child characteristics. Children in the Public Preschool and Other Care Programs profile resided in families with greater maternal educational levels and incomes, and were more likely to be white than children in the other profiles. However, differences in children's kindergarten readiness by profile were not observed. Practice and Policy: Findings suggest that time spent in different care arrangements was not associated with children's kindergarten readiness. It is important for future work to examine other factors, such as quality of care, that may promote children's learning across settings. [This paper will be published in &quot;Early Education and Development.&quot;]
Examining the Social Emotional Health Survey--Secondary for Use with Latinx Youth
Author: Hinton, Tameisha
Date: 2021-00-00
Type: Reports - Research
Subjects: Mental Health,Hispanic American Students,Cultural Relevance,Test Validity,Factor Structure,Factor Analysis,Spanish,English

Culturally responsive assessment practices include validated measures appropriate for use with diverse populations. Considering the increasing population of Latinx students in U.S. schools, measures need co-validated English and Spanish (SEHS) language forms. This study examined the Social Emotional Health Survey--Secondary with Latinx students who completed a form in either Spanish or English. With a matched sample of 1,404 Latinx students across 113 California schools, the analyses examined the factor structure, measurement invariance, and latent-trait factor means of students who completed the SEHS in either Spanish or English. The factor structure was invariant across groups with some latent mean differences observed. Educational practice implications are considered. [This paper was published in &quot;Journal of Psychoeducational Assessment&quot; v39 n2 p242-246 2021 (EJ1290904).]
Analyzing the PISA Tests Results (2018) in Terms of the Revised Bloom&apos;s Taxonomy for the Spanish Reading-Comprehension Area of Dominican Students
Author: Tavarez DaCosta, Pedro J.
Date: 2021-05-00
Type: Reports - Research
Subjects: Foreign Countries,Test Results,Achievement Tests,Secondary School Students,International Assessment,Taxonomy,Spanish,Reading Comprehension,Politics of Education,Educational Policy,Policy Formation,Criticism,Reading Tests,Cognitive Processes

This work aims to analyze the Results of the PISA Tests for the year 2018 in the Dominican Republic as subministered every three year by the OECD presided over by Dr. Andreas Schleicher, and that it is long awaited both for the Ministry of Education-MINERD-, and as well as for the non-governmental society and the opposition parties, among others. This scenario which is not exclusively of our country puts on the table many questioning as that of, if the country shall continue as part of that program on the light that such testings have been hardly criticized in more developed countries, due to the fact that they consider that &quot;the PISA Tests are damaging education all over the world&quot; (The Guardian, 2014) as can be read in a letter sent to his director for more than 100 Scholars and Universities from the United States and Europe, based on purely academic issues, but also by their South American counterparts like MERCOSUR (South American Market Countries) and FLACSO (Latin American Faculty of Social Sciences), who stated not only academic reason but political matters in the best tradition of the Marxist militants to exit the program. The main purpose of this research lies in the fact of a thorough analysis purely based on the so-called Revised Bloom's Taxonomy, where those results for the year 2018 are contrasted with the fundamental principles of the above cited educational equation, in the Spanish Reading Comprehension Area. Needless to say also, that there is also a contrastive analysis on the socio political context of the Dominican educational system and of the different forces that today have an enormous influence in terms of policy making and of philosophical and epistemological viewpoints.
Anonymous vs. Self-Identified Response Formats for School Mental Health Screening
Author: Wagle, Rhea
Date: 2020-00-00
Type: Reports - Research
Subjects: Screening Tests,Mental Health,Well Being,Confidentiality,Self Disclosure (Individuals),High School Students,Surveys,Responses,Social Development,Emotional Development

Schools are an essential setting for mental health supports and services for students. To support student well-being, schools engage in universal mental health screening to identify students in need of support and to provide surveillance data for districtwide or statewide policy changes. Mental health data have been collected via anonymous and self-identified response formats depending on the purpose of the screening (i.e., surveillance and screening, respectively). However, most surveys do not provide psychometric evidence for use in both types of response formats. The current study examined whether responses to the Social Emotional Health Survey--Secondary (SEHS-S), a school mental health survey, are comparable when administered using anonymous vs. self-identified response formats. The study participants were from one high school and completed the SEHS-S using self-identified (n = 1,700) and anonymous (n = 1,667) formats. Full measurement invariance was found across the two response formats. Both substantial and minimal latent mean differences were detected. Implications for the use and interpretation of the SEHS-S for schoolwide mental health are discussed. [This paper will be published in the journal &quot;Assessment for Effective Intervention.]
A Mixed-Method Study of Paraprofessional Roles, Professional Development, and Needs for Training in Elementary Schools
Author: Wiggs, Nicole B.
Date: 2021-00-00
Type: Reports - Research
Subjects: Paraprofessional School Personnel,Role,Professional Development,Educational Needs,Elementary Schools,Student Characteristics,Socioeconomic Status,Low Income Students,Burnout,Labor Turnover,Students with Disabilities,Behavior Problems,Educational Environment,General Education,Special Education,Behavior Modification,Training,Educational Legislation,Federal Legislation

Paraprofessionals are critical school staff often responsible for students with or at risk for academic, behavioral, and social impairments. However, research on paraprofessional roles, professional development, and training needs is very limited. The present mixed-method study seeks to fill this gap by examining the student populations served, paraprofessionals' reported work setting, available professional development, and training needs. In a sample of 215 paraprofessionals from 62 schools, results indicated that paraprofessionals deliver interventions and supports to individual and small groups of students, often serve students who exhibit disruptive classroom behavior, and students who are eligible for special education services. Work setting consists primarily of a single classroom (general or special education) with multiple students. Paraprofessionals reported receiving 1-2h of workshop-based professional development per year which is not job-embedded in the classroom settings. Nearly all participants reported the need for additional training in one or more topic areas with behavior management strategies, the most frequently identified are of training need. Implications for practice are discussed. [This is the online version of an article published in &quot;Psychology in the Schools.&quot;]