ethanporcaro/eric-fulltext-meta huggingface dataset:
Enterprise Learner Record Repository (ELRR) Initial Operational Capability (IOC) Report
Author: Howell, Ashley
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: Student Records,Training,Computer Uses in Education,Computer Security,Government Employees,Military Personnel,Management Systems

A federated Enterprise Learner Record Repository (ELRR) provides the ability to look across many distributed learner records as if they were from a single source and enables the sharing of local and global learner data across the DoD. This learner data will be pulled from authoritative sources for publishing, customizing, and harmonizing individual profiles, performance records, and training records. This document presents the requirements needed to advance the ELRR towards its Initial Operational Capability (IOC).
Preschool Teacher Preparation in Hawassa College of Teacher Education: A Critical Look into the Student-Teaching Experiences
Author: Tomora, Dereje Dakamo
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Teacher Educators,Teacher Attitudes,Student Attitudes,Alignment (Education),Student Teaching,Early Childhood Education,Child Care

This paper is aimed to explore preschool teacher preparation in Hawassa College of Teacher Education in light of the student-teaching experiences. Teaching practicum experience is one of the major opportunities for prospective teachers to advance their understanding about the profession. Colleges of Teacher Education in Ethiopia have generally given credibility to the student-teaching experiences. These experiences seem to be exciting, empowering and stimulating in many ways. However, the student-teaching experiences were also characteristically filled with lots of challenges beginning from the orientation program to the field supervision process and prost-student-teaching activities. Yet, these experiences have never been examined and lessons not extracted so far. This study employs a qualitative research design particularly phenomenological approach. The participants of this study were 20 composed of 12 prospective teachers, 6 teacher educators and 2 officers. For the sake of reliable data, all of the participants were selected purposively. Findings of this study reveal that even though pre-orientation is given, there is no post-practicum conference. Practicum materials for pre-primary teacher training is not relevant to the program nature. The supervision trend and support provision is not well- organized. Both trainees and tutors face scarcity of transportation while conducting practicum. Time allotment, trainee assignment, mentor assignment, language of instruction and assessment technique still requires to be aligned with the purpose of the program. Researchers suggest that the participation of properly trained professionals should be considered in the process of framework development.
Building Evidence Systems to Integrate Implementation Research and Practice in Education
Author: Ming, Norma
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Evidence,Evidence Based Practice,Educational Research,Theory Practice Relationship,Outcomes of Education,Achievement Gap,Program Implementation,Influences,Educational Practices,Educational Quality

Analyzing education through the lens of implementation science illustrates its potential for addressing fundamental challenges in education (Century &amp; Cassata, 2016). Learning emerges from rapidly-changing experiences and high-intensity social interactions, which requires instruction to continually adapt. These adaptations vary in content and impact, possibly improving quality or undermining fidelity (Hill &amp; Erickson, 2020; LeMahieu, 2011; O'Donnell, 2008; Penuel &amp; Means, 2004). As a field, administrators need to improve not just the quality of research evidence (Ming &amp; Goldenberg, 2021), but also the quality of research use and the processes supporting effective implementation of evidence-based practices. Whether framed as a problem of practice or research use, understanding implementation is critical for identifying and redressing the inequitable distribution of resources, facilitators, and barriers in systems, which give rise to disparities in student outcomes.
Total Learning Architecture. 2021 Update -- TLA Functional Requirements Document
Author: Smith, Brent
Date: 2022-01-02
Type: Reports - Descriptive
Subjects: Human Capital,Public Agencies,Armed Forces,Information Systems,Computer Software,Computer Networks,Computer Peripherals,Information Security,Computer Security,Computer Assisted Instruction,Learning Management Systems,Information Management,Standards,Learning Activities,Profiles,Metadata

The human capital supply chain is a complex network of systems with inherent challenges to accommodating Total Learning Architecture (TLA) operability. This document covers the objective end-state for Department of Defense (DoD) learning organizations migrating to TLA compliant data and microservices. This document is organized into sections that describe each data pillar and the systems/interfaces used to manage this data. It introduces the overall requirements for a TLA compliant network of hardware and software resources, data structures and other services maintained within a logical cybersecurity boundary. These boundaries can be organizational (e.g., school, command, business area) or specific to the myriad of different platforms used to deliver training and education experiences in the commercial marketplace (e.g., LMS, LXP, Simulation System). These requirements provide a blueprint for migrating existing Learning and Development tools to the future DoD TLA learning ecosystem. This document is issued as a 2021 update to a 2019 version (ED608976).
Emergency Exits: Avenues for New Research to Improve Youth Outcomes after COVID
Author: Kamenetz, Anya
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Research,Evidence,Research Needs,Student Experience,Youth,Outcomes of Education,Educational Improvement

History suggested that COVID's impacts would be severe, wide-ranging, long-lasting, and above all, deeply unequal. As the effects of COVID linger on, researchers have a crucial role to play in cataloging them. Even more important, by developing knowledge about exactly who is affected and how, researchers can provide evidence that points the way toward successful responses. This report provides some potential areas for research, culled from questions that the author found pressing but difficult to answer as a reporter, and questions that are commonly asked by teachers, parents, and clinicians.
&quot;Good Behavior Game.&quot; Intervention Report. Social, Emotional, and Behavioral Interventions. WWC 2023-004
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Classroom Techniques,Educational Games,Intervention,Evidence Based Practice,Outcomes of Education,Prosocial Behavior,Elementary Secondary Education,Program Effectiveness,Program Implementation,Evidence,Effect Size,Program Evaluation,Standards,Positive Behavior Supports,Cooperative Learning,Costs

Teachers can use a variety of classroom management practices to help foster a classroom environment in which all students can learn. &quot;Good Behavior Game&quot; is a specific classroom management strategy that aims to improve social skills, minimize disruptive behaviors, and create a positive learning environment. Teachers place students into teams and reward them for demonstrating appropriate behaviors and following classroom rules. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;Good Behavior Game&quot; on student and teacher outcomes. [For the Intervention Brief, see ED628138. For the Single-Case Design Appendix, see ED628140.]
MADLx: Setting Foundations to Measure ROI. Learning Analytics Survey Report. DI-MISC-80711A
Author: Presnall, Biljana
Date: 2021-02-09
Type: Reports - Research
Subjects: Stakeholders,Learning Analytics,Outcomes of Education,Investment,Visual Aids,Feedback (Response),Attitudes,Program Implementation,Training,Educational Needs,Experience,Needs,Measurement Techniques

The Maturing ADL in Multinational Exercises (MADLx) project aims to design and develop a Return on Investment (ROI) analytics dashboard for use in multinational and coalition exercises. A key component of creating the dashboard was knowing the large and varied group of exercise stakeholders' requirements for learning analytics and associated visualizations. Therefore, we collected data from 263 stakeholders through interviews and surveys at Advanced Distributed Learning (ADL) conferences and meetings, asking about their understanding and experience with learning analytics and the type of analysis and visualizations they want to see. This report presents the analysis of detailed feedback from exercise stakeholders concerning their requirements for learning analytics and associated visualizations. [This report was co-produced by the Jefferson Institute.]
&quot;Good Behavior Game.&quot; Intervention Brief. Social, Emotional, and Behavioral Interventions. WWC 2023-004
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Classroom Techniques,Positive Behavior Supports,Educational Games,Intervention,Program Evaluation,Program Implementation,Prosocial Behavior,Cooperative Learning,Costs,Research Design

Teachers can use a variety of classroom management practices to help foster a classroom environment in which all students can learn. &quot;Good Behavior Game&quot; is a specific classroom management strategy that aims to improve social skills, minimize disruptive behaviors, and create a positive learning environment. Teachers place students into teams and reward them for demonstrating appropriate behaviors and following classroom rules. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidencebased programs and practices. This Intervention Brief provides an overview of the full Intervention Report, which summarizes the available evidence on the effects of &quot;Good Behavior Game&quot; on student and teacher outcomes. [For the Intervention Report, see ED628136. For the Single-Case Design Appendix, see ED628140.]
College Material: Programs Supporting Postsecondary Education Readiness and Completion in Milwaukee
Author: Shaw, Sara R.
Date: 2022-12-00
Type: Reports - Research
Subjects: College Preparation,College Readiness,Postsecondary Education,Community Programs,Program Content,Financial Support,Supply and Demand,Program Effectiveness,Barriers,High School Graduates,Graduation Rate,College Enrollment,Enrollment Rate,COVID-19,Pandemics,Racial Differences,Ethnicity,Socioeconomic Status,Gender Differences,Public Schools,Disproportionate Representation,Student Financial Aid,Costs,At Risk Students,Educational Finance,Services,Delivery Systems

In the city of Milwaukee, the vast majority of students do not achieve both high school and college graduation which has been termed as a &quot;completion crisis.&quot; This is negatively impacting not only those students but also the region's workforce challenges. Indeed, the area economy could suffer greatly unless metro Milwaukee leaders can develop strategies to increase the home-grown talent needed to fill the increasing number of vacant skilled positions created by retiring Baby Boomers and to fulfill the region's broader economic development objectives. A way to combat this situation is the multitude of out-of-school programming efforts that have been created to provide support and interventions for Milwaukee teens. While efforts like these are laudable, those who are administering them may find it difficult to take stock of others engaged in this work and to pursue appropriate coordination and collaboration. Meanwhile, philanthropic supporters of these efforts, school-based staff, and other stakeholders seeking to connect families to services also would benefit from greater awareness of the range of out-of-school efforts to improve college readiness in Milwaukee. This report was commissioned to provide greater clarity on key characteristics of this landscape--from student needs to available services to sources of funding. This report summarizes the findings from quantitative research, surveys solicited from out-of-school programming providers, and interviews with key informants to address the following questions: (1) Which organizations are providing formal out-of-school postsecondary readiness and success programming for Milwaukee youth, and who are they serving? (2) What specific programming are they providing? (3) How are these programs funded, and are they competing with one another for public or philanthropic resources? (4) Is the supply of these programs meeting the potential demand? (5) What do we know about the strengths and challenges of these programs? and (6) How well aligned or positioned are these programs vis-à-vis overlaps, gaps, and expansion opportunities? [For the executive summary, see ED628141. This report was commissioned by the Boys and Girls Clubs of Greater Milwaukee and the Metropolitan Milwaukee Association of Commerce (MMAC). MMAC specifically funded this research.]
&quot;Good Behavior Game&quot;: Single-Case Design Appendix. WWC 2023-004
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Classroom Techniques,Positive Behavior Supports,Intervention,Program Evaluation,Program Effectiveness,Educational Games,Prosocial Behavior,Standards,Research Design,Effect Size

Teachers can use a variety of classroom management practices to help foster a classroom environment in which all students can learn. &quot;Good Behavior Game&quot; is a specific classroom management strategy that aims to improve social skills, minimize disruptive behaviors, and create a positive learning environment. Teachers place students into teams and reward them for demonstrating appropriate behaviors and following classroom rules. This appendix provides additional characteristics of the studies of &quot;Good Behavior Game&quot; that meet WWC single-case design standards, including 10 studies that contribute to the findings in the &quot;Good Behavior Game&quot; intervention report, and 15 studies that do not contribute to the findings because the What Works Clearinghouse (WWC) could not calculate a design-comparable effect size for any of the outcomes. [For the Intervention Report, see ED628136. For the Intervention Brief, see ED628138.]
College Material: Programs Supporting Postsecondary Education Readiness and Completion in Milwaukee. Executive Summary
Author: Wisconsin Policy Forum
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: College Preparation,College Readiness,Postsecondary Education,Community Programs,Program Content,Financial Support,Supply and Demand,Program Effectiveness,Barriers,High School Graduates,Graduation Rate,College Enrollment,Enrollment Rate,COVID-19,Pandemics,Racial Differences,Ethnicity,Socioeconomic Status,Gender Differences,Public Schools,Disproportionate Representation,Student Financial Aid,At Risk Students,Services

This is the executive summary for the report, &quot;College Material: Programs Supporting Postsecondary Education Readiness and Completion in Milwaukee.&quot; Milwaukee has been plagued by concerns that its education system is neither serving all youth nor sufficiently growing local talent to sustain the area's economy. This new analysis by the Wisconsin Policy Forum lends credence to those concerns, revealing that fewer than half of graduates from public high schools in Milwaukee are enrolling in college immediately after high school completion. In addition, just one third of enrollees at regional colleges graduate with a degree within the expected time frame. In response to these shortcomings, a multitude of programs operating outside the traditional school system has arisen over the years to support youth in their pursuit of higher education. This study first provides a quantitative analysis of the data and trends that suggest the need for such programming, and then examines the characteristics of this programming landscape and potential opportunities for improvement. These findings show that some youth are likely underserved by the existing offerings and that ensuring greater coordination and a closer alignment between programs and student needs could help more Milwaukee students to enroll in and graduate from a postsecondary institution. [For the full report, see ED628139.]
Annual Report on Early Childhood Education Grants, Fiscal Year 2022
Author: Ohio Department of Education, Office for Early Learning and School Readiness
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Grants,Early Childhood Education,Preschool Children,Child Development,Educational Quality,State Aid,School Districts,Public Schools,Education Service Centers,Vocational Schools,Charter Schools,Community Schools,Child Caregivers,Child Care,Annual Reports,School Readiness,Faculty Development,Teacher Qualifications,Preschool Teachers,Teacher Certification

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: children who participate in high-quality early learning programs begin school better prepared for educational success. In Fiscal Year 2022 (July 1, 2021-June 30, 2022), 350 Early Childhood Education Grant-funded programs served 16,732 children because of the $72,608,000 investment in state funding. These grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers who earned 3-, 4- or 5-star ratings in Ohio's quality rating system, Step Up To Quality. [For the 2021 report, see ED619733.]
State Tribal Collaboration Act: 2022 Agency Report
Author: New Mexico Public Education Department
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Public Education,State Departments of Education,Institutional Mission,Tribes,State Legislation,American Indian Education,American Indians,Educational Cooperation,Futures (of Society),Public Agencies,Program Development,Program Implementation,Administrator Qualifications,Certification,Alaska Natives,Financial Support,Educational Finance,Access to Education,College Readiness,Career Readiness,Lifelong Learning,Program Administration,Advisory Committees,Educational Legislation,Federal Legislation,Libraries,American Indian Languages,Elementary Secondary Education,Communication (Thought Transfer)

The New Mexico Public Education Department's (NMPED) mission is to ensure all students in New Mexico receive the education they deserve and that students are prepared for college, careers, and lifelong learning. To do this, the department is focusing on supports, sustained learning and outreach to districts, charter schools, tribal education departments, parents, students, and communities, while also focusing on leadership, productivity, building capacity, accountability, communication internally, and externally and fiscal responsibility. accountability, communication internally, and externally and fiscal responsibility. The State-Tribal Collaboration Act (STCA) reflects the commitment of the NMPED to work with tribal leaders on government-to-government basis and provide guidance for the implementation of Indian Education Act. The STCA signifies a milestone achievement that the State and the 23 sovereign nations, tribes, and pueblos accomplished together and will pave the way for the future benefit and longevity of cooperative and productive State-Tribal relationships. The STCA is a regulatory requirement located at Subsection C of Section 18.11.1 NMSA 1978 and requires that the NMPED issue this report. The report includes: (1) the policy the state agency adopted pursuant to the State-Tribal Collaboration Act; (2) the names of, and contact information for, the individuals in the state agency who are responsible for developing and implementing programs of the state agency that directly affect American Indians or Alaska Natives; (3) the current and planned efforts of the state agency to implement the policy set forth in Subsection A of Section 3 of the State-Tribal Collaboration Act; (4) a certification by the state personnel office of the number of managers and employees of each state agency who have completed the training required by Subsection B of this section; (5) a description of current and planned programs and services provided to, or directly affecting, American Indians or Alaska Natives and the amount of funding for each program; and (6) the method the state agency established for notifying employees of the state agency of the provisions of the State-Tribal Collaboration Act. [For the 2021 report, see ED628102.]
Preschool to Kindergarten IEP: Preschool to Kindergarten IEP Transition. Revised
Author: Ohio Department of Education, Office for Early Learning and School Readiness
Date: 2023-01-00
Type: Guides - Non-Classroom
Subjects: Preschool Education,Kindergarten,School Readiness,Students with Disabilities,Transitional Programs,Planning,Program Implementation,Individualized Education Programs

The Office of Early Learning and School Readiness provides technical assistance and resources for our partners working with families, preschool staff and communities to meet the individual needs of preschool children with disabilities. The goal of this manual is to offer information to preschool programs and school districts that are responsible for planning, developing and implementing the individualized education program (IEP) of a child who is leaving preschool to enter kindergarten. This guidance will help the child's IEP team plan for his or her success, making the transition from preschool to elementary school a positive experience. [For the 2020 report, see ED619734.]
A Guide to Transportation for Preschool Students with Disabilities
Author: Ohio Department of Education
Date: 2023-03-00
Type: Guides - General
Subjects: Students with Disabilities,Preschool Children,Student Transportation,Laws,Governance,Individualized Education Programs,Student Needs,Academic Accommodations (Disabilities)

Transportation is one of the many important services that an LEA may have to provide to allow access to special education and related services required for preschool children with disabilities. This document outlines rules and laws on the topic of transportation of students with disabilities and guidance on how to complete Section 8 of the individualized education program (IEP), Transportation as a Related Service.