ethanporcaro/eric-fulltext-meta huggingface dataset:
Navigating the Tensions: How Could Equity-Relevant Research Also Be Agile, Open, and Scalable?
Author: Zacamy, Jenna
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: Integrated Learning Systems,Kindergarten,Elementary Secondary Education,Higher Education,Equal Education,Educational Improvement,Standards,Educational Research,Educational Practices,Specialists,Social Science Research,Research Design,Systems Approach,Educational Resources,Student Experience,Student Characteristics,Computer Software,Instructional Design

Digital learning platforms (DLPs) are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the Institute of Education Sciences (IES) Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.
Shifting Mindsets: Designing Lessons for Learner Variability
Author: Tare, Medha
Date: 2022-06-00
Type: Reports - Research
Subjects: Holistic Approach,Theory Practice Relationship,Student Needs,Student Centered Learning,Professional Development,Elementary School Teachers,Secondary School Teachers,Educational Strategies,Teacher Attitudes,Student Diversity,Peer Teaching,Literacy Education,Mathematics Instruction,Instructional Design

Classrooms nationwide welcome a diverse group of learners. A goal, and an achievable one, is to recognize this unique diversity on a whole child spectrum and to strive to customize learning to meet individual needs. Critical to this process is for teachers to have at hand research that connects factors of learning in a holistic way. It is equally important to provide research-based strategies that teachers can use to embrace differences and provide pathways to robust learning for each student. With these considerations in mind, the Learner Variability Project (LVP) engaged in a partnership with the national nonprofit DonorsChoose to discover if teachers across the country could use the Learner Variability Navigator (LVN) to find and put in place research-based strategies that address the whole learner. The LVN is a free and open-source web app that curates research to provide factors of learning and affiliated strategies on a whole child framework. The pilot study found that even brief use of LVN encouraged teachers to reflect on the research-based strategies they already use and explore new strategies that support their students' diverse experiences and needs.
Little Pilgrims at Plymouth
Author: Humphrey, Frances A.
Date: 1890-00-00
Type: Books
Subjects: Novels,United States History,Land Settlement,Migration

Children, Dick and Suzette Waterman live in Colorado on an isolated western ranch in Colorado, homeschooled by their parents. Having learned about Plymouth Rock and the &quot;Mayflower&quot; in books and photographs at home, Dick and Suzette spend a summer visiting their aunt and uncle in Boston. During their stay, the children explore the famous landmarks they had read about and weave in accounts of the pilgrims' arrival in 1620.
Education Data Legislation Review: 2021 State Activity
Author: Data Quality Campaign
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Privacy,State Legislation,Student Records,Confidentiality,State Action,Information Policy,Information Security,Information Utilization,Access to Information,Information Management,COVID-19,Pandemics

In 2021, legislators in 45 states introduced 361 bills to govern the use of data about education or the workforce, and leaders in most states (38) enacted a new education data law. This level of legislative activity that is focused on education data collection, use, protection, and reporting is nothing new. But the ongoing pandemic left unique footprints on policymakers' legislative priorities this year. This year's state legislation illustrated several education and workforce development themes: (1) Renewing conversations about education equity; (2) Changing postsecondary plans and pathways into the workforce; (3) Protecting privacy while providing online learning; (4) Understanding learning loss and the use of assessments; and (5) Governing data systems and generating insights. Each of these themes played out in state legislation this year in ways that highlight the importance of data to understand and address the challenges facing educators and families. [For the 2020 report, see ED622709.]
Education Data 101: A Briefing Book for Policymakers
Author: Data Quality Campaign
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Policy Formation,Data Collection,Data Analysis,Data Use,Student Records,State Policy,Information Management,Information Systems,Longitudinal Studies,Educational Improvement,Academic Achievement,Information Security,Privacy,Empowerment,Teacher Education Programs,Information Dissemination,Access to Information,Information Literacy,Teacher Competencies,Accountability,Elementary Secondary Education,Postsecondary Education,Early Childhood Education

The 2020 election brought about legislative change across the country. New and veteran policymakers need information about the schools in their state. What programs are the most cost effective and work best for students? How can states attract and retain great teachers? What information do parents need to ensure that their kids are on track to graduate? High-quality data is a critical tool to answer questions like these and help inform policy decisions. Likewise, everyone involved in a child's education needs timely, accurate data to provide insights and drive improvements for students. Data is a critical part of education policy conversations in every state--and this briefing book is meant to bring policymakers up to speed on 10 of the most pressing topics, with the following information: (1) a basic overview of the topic; (2) why it matters; (3) the &quot;state of play&quot; on the latest progress in that area; (4) recommendations to take action; and (5) additional resources to help build an understanding of data topics and policies. [For the 2017 edition of the Briefing Book, see ED586473.]
Investing in California&apos;s Data Future: How California&apos;s P-20W Cradle-to-Career Data System Could Take the State from Last to First. Case Study
Author: Data Quality Campaign
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Data,Data Collection,Design,Inclusion,Equal Education,Decision Making,Governance,State Legislation,Futures (of Society)

Five years ago, California's education data lagged far behind the systems in most other states. However, state leaders and education advocates undertook a purposeful engagement and design process to build a data system that represents the state's values and meets different stakeholders' needs. This case study on California's P-20W Cradle-to-Career Data System is a deep dive into what made the state's process so successful, and provides insights for other state leaders looking to build or improve their own state data system. California's success factors include: (1) Setting a vision and cultivating champions; (2) Codifying and sustaining efforts with legislation; (3) Investing in intentional system design through public engagement; (4) Prioritizing data governance; and (5) Centering inclusion and equity. For California's 5.9 million students, the Cradle-to-Career Data System represents a profound investment in their success and futures. The data system will provide policymakers, leaders, and researchers with trend data and insights for improving education opportunities and outcomes. And tools created with the data in the system will provide educators, parents, and families clarity as they support student decisionmaking through school and career.
Determining a Child&apos;s Eligibility for Preschool Special Education Services Remotely
Author: Early Childhood Technical Assistance (ECTA) Center
Date: 2021-03-08
Type: Reports - Descriptive
Subjects: Eligibility,Preschool Education,Special Education,Identification,COVID-19,Pandemics,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Preschool Children,State Policy,Educational Policy,Delivery Systems,Data Collection

This document includes guidance, considerations, and resources for state staff and local practitioners who are determining Preschool Special Education eligibility remotely, due in part to COVID-19. To accomplish this, many states are now exploring a variety of approaches such as teleconference, videoconference, and sharing information and video synchronously and asynchronously. Effective state policies, procedures, and practices are important to appropriately identify children eligible for Part B Special Education services remotely. Part B IDEA regulations, that apply to preschoolers, define &quot;evaluation&quot; as &quot;procedures used in accordance with §§300.304 through 300.311 to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs.&quot; This document first presents associated tool table resources, and then the content is organized across five main sections. Each section includes considerations in the form of questions and suggestions. Resources also are embedded throughout the document, including links to: (1) regulations or materials; (2) best practices including Division for Early Childhood Recommended Practices (DEC RP); (3) examples of what best practice looks like or doesn't look like; and (4) cautions about potential problems.
Harry Dee; or, Making it Out. Eleventh Edition
Author: Finn, Francis J.
Date: 1892-00-00
Type: Historical Materials
Subjects: Novels,Childrens Literature,Adolescent Literature,Literary Genres,Adventure Education

This book is an adventure novel for ages 8 to 14.
A &quot;Powerful Way of Learning&quot;: Teacher Perceptions about Alternative Math Courses for High School Seniors
Author: Bracco, Kathy Reeves
Date: 2021-06-00
Type: Reports - Research
Subjects: Teacher Attitudes,Mathematics Teachers,Nontraditional Education,Mathematics Education,High School Seniors,Student Projects,Active Learning,Student Centered Learning,Barriers

Math instructors teaching alternative 12th-grade courses outside the &quot;traditional&quot; high school math curriculum were overwhelmingly positive in interviews about the effectiveness of the classes, particularly for students who are planning to attend college but have struggled with math prior to this class. Teachers said that the courses' instructional approach, which is project-based and student-centered, is a better way for students to learn and for instructors to teach. These findings reinforce existing research about the importance of providing students at both the high school and college level with alternatives to the traditional algebra- and calculus-based math pathways, with courses better aligned to student goals, and focused on content and skills that they will need to be successful in college and career. The courses examined in this study provide additional options for college-bound students during their senior year. The potential impact of these courses is particularly important given the current landscape in California, where recent policy changes suggest growing recognition on the part of the education sectors of the value of math courses outside of the traditional calculus pathway. [This study is part of a larger project sponsored by The College Futures Foundation.]
Pre-Service Teacher Training for Realities of 21st Century Classrooms
Author: Sadeck, Osman
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Preservice Teacher Education,21st Century Skills,Information Technology,Technology Integration,Curriculum Development,Foreign Countries,Theory Practice Relationship,Curriculum Design,Student Attitudes

Pre-service teacher training (PTT), programs are required to emphasise the importance of enhancing the theory practice nexus and on constantly developing a sense of teacher identity and teaching competencies (Liu &amp; Low, 2015) for the 21st Century learners. The 21st Century Curriculum Research Project (21CP) sought to explore how pre-service teachers could be adequately equipped with 21st Century skills for ICT integration. This paper reports on the development and implementation of a technology integration curriculum conducted with pre-service teachers at a university in the Western Cape, South Africa. The findings of the study have highlighted that a curriculum grounded in a sound theoretical base can yield desired outcomes in f2f/online context. It argues that the theory-practice nexus could be bridged through experiential learning from carefully designed activities. Furthermore, it suggests that cognitive access is crucial in the design and presentation of any curriculum. [For the full proceedings, see ED622227.]
Mathematics and Physics. Modern American Education. Volume II
Author: Babb, Maurice J., Ed.
Date: 1920-00-00
Type: Historical Materials
Subjects: Mathematics Education,Physics,Elementary School Mathematics,Textbooks

This textbook aims to develop the main thoughts in elementary mathematics in such a way as to show the relation of its various subjects and thereby trace their relation to each other. The book also attempts to present the principles of physics in a simple and orderly fashion so that the reader may get clear and accurate ideas concerning mechanics, heat, sound, light and electricity which, taken together, constitute a complete presentation of the elements of the subject. The subject is not treated mathematically in order to make it as interesting as possible.
Student Success and Transformation Project
Author: Complete College America (CCA)
Date: 2022-00-00
Type: Reports - Research
Subjects: Academic Achievement,Program Descriptions,Small Colleges,Liberal Arts,First Generation College Students,Universities,Community Colleges,Two Year Colleges,Minority Serving Institutions,Academic Advising,Faculty Development,Student Financial Aid,Grants,Hispanic American Students,Black Colleges,Technical Support,Educational Strategies,Transformative Learning,Partnerships in Education,Academic Support Services,Case Studies,Private Financial Support

In December 2020, Complete College America (CCA), in partnership with the Jessie Ball duPont Fund, launched a rigorous 12- to 18-month project designed to increase student success and completion rates at small liberal arts institutions. The focus was on building and enhancing support systems for first-generation and Pell-eligible students, and those from under-resourced communities. The Jessie Ball duPont Fund looked at 40 institutions they work with and identified 12 representing four-year institutions, community and technical colleges, Hispanic Serving Institutions (HSIs), and Historically Black Colleges and Universities (HBCUs). CCA led program design and provided consultation; access to professional development, research, and expert content; as well as technical support to assist in the implementation of four game-changing strategies: (1) 15 To Finish/Stay on Track; (2) Academic Maps; (3) Proactive Advising; and (4) Postsecondary Data Partnership.
2021 Kids Count in Colorado! At a Tipping Point: Building Stronger Systems for Colorado Kids in the Aftermath of COVID-19
Author: Hughes, Sarah
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Well Being,Child Health,Child Safety,Preschool Education,Elementary Secondary Education,Early Intervention,Educational Trends,Children,Adolescents,Family Income,Family Structure,Family Needs,Housing,Economic Climate,Socioeconomic Status,Economic Factors,Employment Level,Unemployment,Racial Differences,Ethnicity,Economic Impact,Hunger,Access to Health Care,Mental Health,Pregnancy,Social Isolation,Early Childhood Education,Child Care,Referral,Enrollment Trends,Public Schools,Lunch Programs,Distance Education,Financial Problems,Access to Computers,Internet,Poverty,Homeless People,Health Insurance,Mortality Rate,Online Courses,Expenditure per Student,Graduation Rate,Academic Achievement,Achievement Gap,Birth Rate,Access to Education,Death

The 2021 &quot;KIDS COUNT in Colorado!&quot; report examines how children fared during the first year of the COVID-19 crisis. The data included in the report illustrate the pandemic's far-reaching effects on Colorado kids, from increased housing instability and hunger to difficulty accessing health care, child care, preschool and K-12 education. At some points during the pandemic, as many as one in five Colorado households with children reported little or no confidence they would be able to make their next housing payment on time. The state also saw steep declines in the number of young children enrolled in services such as preschool or Early Intervention. The KIDS COUNT report also offers a snapshot of trends from before the pandemic. Even prior to the COVID-19 crisis, Colorado's historic progress on kids' health insurance coverage was beginning to erode. Between 2018 and 2019, the number of Colorado children without health coverage increased by 10,000 kids, leaving 73,000 without health coverage as the world entered the worst public health crisis in a century. Given the high rates of unemployment driven by the pandemic's economic impact, Colorado could see even more damage to its progress toward getting all kids covered in the years ahead. The report tracks the well-being of Colorado children statewide and at the county level. The 28th annual report includes data and research on kids in the areas of health, early childhood, K-12 education, and family economic security. The report is a complement to the national &quot;KIDS COUNT&quot; Data Book produced by the Annie E. Casey Foundation, which was released in June. [For the 2020 report, see ED607150. For the &quot;KIDS COUNT Data Book, 2021: State Trends in Child Well-Being,&quot; see ED613636.]
Access and Innovation: The Use of OER at Smaller Independent Colleges and Universities to Support Historically Underrepresented Students
Author: Council of Independent Colleges
Date: 2022-05-00
Type: Reports - Research
Subjects: Open Educational Resources,Small Colleges,Disproportionate Representation,Private Colleges,Minority Serving Institutions,Minority Group Students,Student Costs,Caring,Faculty Publishing

The Council of Independent Colleges (CIC) received a grant from the William and Flora Hewlett Foundation in 2020 to explore the potential of open educational resources (OER) to reduce textbook costs for students at smaller and mid-sized independent colleges and universities, especially Historically Black Colleges and Universities (HBCUs) and other Minority-Serving Institutions; to understand how OER are being used at these institutions; and to learn the extent OER can support more equitable teaching and learning. A key objective of this project was to produce a research report on the use of open educational resources at small to mid-sized independent colleges and universities that are CIC members, detailing the successes and challenges of existing OER projects at select CIC member institutions. This project focused on those institutions that serve historically underrepresented student populations in higher education, such as students who identify as Black or African American or Latinx, students who are the first in their families to pursue a postsecondary education, or students from low-income households. The first phase of this work involved CIC conducting a survey of a subset of its membership to understand the landscape of initiatives to use or create OER for undergraduate courses and what has been done on an institutional level to incentivize the use of OER across the colleges and universities. Following the survey, a select group of CIC member institutions were interviewed to develop a set of case studies. These case studies outline OER strategies and efforts at a wide range of independent colleges and universities serving historically underserved students and include a discussion of the factors for success at these institutions. [This report was prepared by edBridge Partners, LLC.]
Evaluation of Idaho&apos;s Dual Credit Funding through Advanced Opportunities
Author: Bransberger, Peace
Date: 2021-11-24
Type: Reports - Research
Subjects: Dual Enrollment,College Credits,State Aid,Educational Finance,High School Students,School Holding Power,Grade Point Average,Academic Persistence,Enrollment Rate,Advanced Placement Programs,Expenditures,Program Evaluation,Financial Support,Outcomes of Education,High School Graduates

Idaho's dual credit programs, with a unique state funding model under Advanced Opportunities, have seen substantial growth in student usage in recent years. WICHE analyzed six key topics related to the state's dual credit model: (1) Fiscal impact of using Advanced Opportunities funds for dual credit students specifically; (2) Number of credits earned by dual credit students using Advanced Opportunities funds; (3) Rates of students earning dual credits who go on to attend postsecondary educational institutions measured from fall semester following high school graduation; (4) Retention rates of students earning dual credits in high school from their first fall to spring terms at their postsecondary institution; (5) First semester GPA of students earning dual credits in high school at a postsecondary institution (fall after high school graduation); and (6) Appropriateness of using Advanced Opportunities funds for dual credit students