ethanporcaro/eric-fulltext-meta huggingface dataset:
Recommendations for Improving the Provision and Use of Braille for State-Mandated Assessment
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Braille,Measurement,State Departments of Education,Student Evaluation,Accessibility (for Disabled),Students with Disabilities,Student Needs,Technology Uses in Education

This practice brief outlines a series of recommendations for improving the timely provision and use of high-quality braille -- both embossed and electronic -- and tactile graphics for state-mandated assessment. The primary target audience for these recommendations is State Education Agency (SEA) assessment leaders and others at the state-and national level who are responsible for ensuring that braille readers are full participants in their state assessment, whether general or alternate. Most desirable is that these recommendations will initiate conversations between and among states, districts, braille service providers, and test developers.
Georgia and Massachusetts Advance Dyslexia Screening and Intervention. State Innovations. Vol. 28, No. 1
Author: Hedger, Joseph
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Dyslexia,Screening Tests,State Boards of Education,Educational Policy,State Legislation,Educational Legislation,Primary Education,Early Intervention

State boards of education are well placed to advocate for more young children to be screened for dyslexia, a disability that by some measures affects up to 20 percent of the U.S. population. Boards can also ensure that identified students receive effective interventions, as those in Massachusetts and Georgia have done. This report discusses how board members from these two states collaborated with state officials, practitioners, and experts to develop multipronged early screening and intervention policies.
Fast Fives: Five Principles (Plus One!) to Guide State Monitoring
Author: National Center for Systemic Improvement at WestEd
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Students with Disabilities,Federal Legislation,State Departments of Education,School Districts,Legal Responsibility,State Action,Data Use,Compliance (Legal),Incentives,Sanctions,Guidelines,Audits (Verification)

A key responsibility of state education agencies (SEAs) under the Individuals with Disabilities Education Act (IDEA) is to monitor local education agency (LEA) implementation of the law (34 C.F.R. § 300.600-604). This Fast Five details five principles (plus one!) that we recommend SEAs incorporate as part of their LEA monitoring.
Monitoring beyond the SPP/APR: Five Factors (Plus One!) to Consider. Fast Fives
Author: National Center for Systemic Improvement at WestEd
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Accountability,Progress Monitoring,Governance,Program Implementation,Disability Identification,Private Schools,Qualifications,State Legislation

The State Performance Plan/Annual Performance Report (SPP/APR) is an important tool for states to assess local education agency (LEA) implementation of IDEA. However, reviewing LEA performance on the SPP/APR indicators must not be the only tool. This Fast Five introduces five factors (plus one!) other than the SPP/APR indicators that states should consider when monitoring LEA implementation of IDEA and includes suggestions for how states might choose to monitor them.
Final Report: NWF Schoolyard Habitat Project 2010-2012. DPE Publication 11.60 (c)
Author: Sanchez Fowler, Laura T.
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Outdoor Education,Natural Resources,Elementary Schools,Middle Schools,Science Instruction,Mathematics Instruction,Wildlife,Science Achievement,Mathematics Achievement,Achievement Gains,Student Motivation,Plants (Botany),Student Attitudes,Teacher Attitudes,Program Effectiveness,Racial Differences,Ethnicity

The National Wildlife Federation's Schoolyard Habitat (SYH) program was a partnership with AISD from 2010-2012. A total of 18 outdoor learning habitats were created on AISD elementary and middle school campuses, and a demonstration habitat was created at the AISD Science and Health Resource Center (SHRC). The purpose of the SYHs is to provide teachers with an outdoor classroom that allows students to learn science and mathematics skills in natural environments. This report reviews the purpose and goals of the SYH program. [Additional funding for this report was provided by the South Central Region Office of the National Wildlife Federation.]
Supporting School Efforts to Combat Substance Abuse. Policy Update. Vol. 29, No. 11
Author: Hedger, Joseph
Date: 2022-12-00
Type: Reports - Research
Subjects: School Policy,Substance Abuse,Health Education,Narcotics,Smoking,State Departments of Education,Government Role,Adolescents,Elementary Secondary Education,Middle School Students,High School Students,Health Behavior,State Policy,Physical Health,Mental Health

Nearly all states and the District of Columbia have policies requiring schools to address prevention of alcohol or drug use and abuse in high school health education curricula, according to National Association of State Boards of Education's (NASBE's) State Health Policy Database. But with the added concerns about the pandemic's impact on youth mental and physical health, some states have reexamined their approaches to substance abuse education and prevention. In particular, they have sought to address opioid, tobacco, and e-cigarette use among youth. This policy update examines what individual states are doing.
A Southern Story: Providing Accessible Educational Materials
Author: Shaheen, Natalie
Date: 2023-02-00
Type: Reports - Research
Subjects: School Districts,State Departments of Education,Educational Policy,Public Policy,State Policy,Academic Accommodations (Disabilities),Instructional Materials,Students with Disabilities,Case Studies,Elementary Secondary Education,Special Education,Educational Quality,Educational Indicators

In this paper, we report the findings of a case study that explored how one State Education Agency (SEA) and two Local Education Agencies (LEAs) in a southern state enacted federal and state policies to provide Accessible Educational Materials (AEM) to students with disabilities, work that is ongoing in the southern state as of this writing. First, we retell the story of the work occurring across the three participating organizations in this southern state--a story eight participants shared with us in a series of interviews. Second, we report the findings of the case study. Finally, we offer recommendations for K-12 practitioners.
Teacher Prep Review: Strengthening Elementary Reading Instruction
Author: Ellis, Christie
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Instructional Improvement,Reading Instruction,Instructional Effectiveness,Literacy Education,Elementary School Students,Teaching Methods,Phonemic Awareness,Phonics,Reading Fluency,Vocabulary Development,Reading Comprehension,Program Evaluation,Teacher Education Programs,English Language Learners,Reading Difficulties

The purpose of the Teacher Prep Review is to guarantee teachers have expertise in reading instruction (as well as other essential areas NCTQ assesses) before being trusted to teach children to read. By regularly reviewing the reading coursework provided by nearly 700 elementary teacher preparation programs, the National Council on Teacher Quality seeks basic evidence that programs are using what is empirically known about how to teach reading--so every child can learn to read. [For a list of sponsors of &quot;Teacher Prep Review,&quot; see page 53 of the full text.]
National Wildlife Federation Appreciative Inquiry Summit for Teachers Involved in Schoolyard Habitat Project 2012. DRE Publication 11.60(d)
Author: Fowler, Laura T. Sanchez
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: School Districts,National Organizations,Wildlife,Outdoor Education,Middle Schools,Elementary Schools,Partnerships in Education,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Meetings,Program Effectiveness,Teacher Role,Educational Opportunities,Educational Innovation,Learner Engagement,Aspiration,Program Design,Planning,Science Education,Ecology

The National Wildlife Federation and AISD engaged in a project to build outdoor learning classrooms on middle school and elementary school campuses. Teachers participated in a half-day Appreciative Inquiry Summit during the second year of the partnership. This report describes teachers' reflections and aspirations for the Schoolyard Habitats they built on their campuses for 2012.
SchoolYard Habitat Project Middle School Teachers&apos; Survey Year 2, 2011-2012. Publication 11.60(b)
Author: Fowler, Laura T. Sanchez
Date: 2012-10-00
Type: Reports - Research
Subjects: School Districts,National Organizations,Wildlife,Outdoor Education,Middle Schools,Partnerships in Education,Middle School Teachers,Teacher Attitudes,Science Education,Ecology,Elementary Schools,Program Effectiveness,Environmental Education,Administrator Role,Curriculum,Self Efficacy,Learning Activities,Program Design,Planning,Teacher Role

The National Wildlife Federation engaged in a two-year partnership with AISD to build and maintain outdoor learning habitats for elementary and middle school campuses. This report summarizes the findings from the year 2 program evaluation (academic year 2011-2012), focusing on teacher perceptions and curriculum considerations as well as the actual design and usage of the habitats for teaching science in the middle grades. [This report was made possible by a grant from Toyota.]
Prekindergarten Program, 2011-2012. Issue 2: Tuition-Supported Program. DRE Publication #11.38 RB b
Author: Brunner, Josie
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: School Districts,Preschool Education,Tuition,Educational Finance,Academic Achievement,Emergent Literacy,At Risk Students,Vocabulary,English,Spanish Speaking,Program Effectiveness,English Language Learners,Bilingual Students,Educational Equity (Finance),Expenditure per Student,School District Spending

In 2011-2012, AISD provided a tuition-supported pre-K program to 4-year-old students who were not eligible to enroll in the state-mandated program. Overall, pre-K students in the tuition-supported program demonstrated meaningful growth on the Peabody Picture Vocabulary Test. [Funding for this report was provided by Title I funds. For &quot;Prekindergarten Program, 2011-2012. Issue 1: Student Academic Performance. DRE Publication #11.38 RB a,&quot; see ED628736.]
Prekindergarten Program, 2011-2012. Issue 3: Social and Personal Development. DRE Publication #11.38 RB c
Author: Brunner, Josie
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: School Districts,Preschool Education,At Risk Students,English Language Learners,Low Income Students,Social Development,Cognitive Development,Skill Development,Behavior Development,Program Effectiveness,Student Evaluation

Based on end-of-year report cards, 70% of AISD pre-K students met expectations across all personal development areas in 2011-2012. [Funding for this report was provided by Title I funds. For &quot;Issue 2: Tuition-Supported Program,&quot; see ED628766.]
Prekindergarten Program, 2011-2012. Issue 4: Student Participation. DRE Publication #11.38 RB d
Author: Brunner, Josie
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: School Districts,Preschool Education,At Risk Students,Student Characteristics,Bilingual Students,English Language Learners,Attendance,Attendance Patterns,Educational Finance,State Federal Aid,Financial Support,Expenditure per Student,Program Effectiveness,Enrollment

In 2011-2012, AISD prekindergarten enrollment was 5,525, a decrease by less than 2% from the 2010-2011 year. The vast majority of pre-K students were economically disadvantaged (94%) and/or English language learners (58%). Attendance rates for pre-K students increased by 0.6% from the prior year. [Funding for this report was provided by Title I funds. For &quot;Issue 3: Social and Personal Development,&quot; see ED628767.]
Principles &amp; Standards for Quality Charter School Authorizing, 2023 Edition
Author: National Association of Charter School Authorizers (NACSA)
Date: 2023-00-00
Type: Guides - General
Subjects: Educational Quality,Charter Schools,Educational Opportunities,Public Schools,Academic Achievement,Educational Principles,Barriers,Guidance,Institutional Autonomy,Student Rights,Educational Finance,Standards,Student Interests,Decision Making,Compliance (Legal),School Effectiveness,Performance Based Assessment,Capacity Building,Human Resources

Charter school authorizing is a powerful strategy for making excellent public schools and educational opportunities available to all students and communities, especially those who are historically under-resourced. Done well, authorizing increases student achievement by expanding the supply of quality public schools. Because authorizing is a continually developing profession, these professional standards must likewise evolve in response to the growth and complexity of the ever-growing charter school sector. &quot;Principles &amp; Standards for Quality Charter School Authorizing&quot; derives from the National Association of Charter School Authorizers' (NACSA's) vast experience, research, and work with authorizers across the nation. Accordingly, NACSA revisits and updates them regularly to address current challenges and reflect the latest lessons drawn from practice, research, and analysis. These &quot;Principles &amp; Standards&quot; begin with three clearly stated Core Principles, followed by more detailed Standards and accompanying practical guidance that authorizers often seek. The Core Principles are broad, bedrock values that authorizers should uphold consistently throughout their pursuit and implementation of the Standards. The Standards are presented in five sections, each of which is introduced by a brief statement that summarizes the scope of the Standards that follow. Most of the Standards are &quot;essential standards,&quot; meaning that authorizers at every stage of development should place priority on following them. [For the previous edition (2018), see ED595188.]
2011-2012 TELL AISD Staff Climate Survey: District Report. Publication # 11.41
Author: Ibanez, Natalia
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Elementary Schools,Middle Schools,High Schools,School Personnel,Attitudes,Educational Environment,Work Environment,Leadership Effectiveness,Time,Teacher Leadership,Instructional Leadership,Teacher Role,Administrator Role,Professional Development,School Community Relationship,Educational Facilities,Educational Resources,Student Behavior,Educational Practices,Communities of Practice,Data Use,Academic Standards,Academic Achievement,Beginning Teacher Induction,Teacher Attitudes,Administrator Attitudes,Principals

Since 2004, AISD has conducted an annual survey to monitor campus staff's perceptions of their school environment. The survey measures elements of teaching and learning conditions most critical to school success.
Comprehensive Restructuring: Diversity, Equity and Inclusion at the University of Texas at Austin
Author: Sailer, John D.
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: School Policy,Diversity,Equal Education,Inclusion,Ideology,Curriculum Development,College Faculty,Teacher Competencies,Educational Change,Teacher Recruitment,Administrative Organization,Critical Race Theory,Training,Racism,Strategic Planning,Teacher Evaluation

This study of the University of Texas (UT) at Austin surveys the most influential policies enacted on campus in the name of diversity, equity, and inclusion (DEI). This report compiles and examines the university's DEI plans, its progress updates, and all of the publicly accessible DEI plans and updates published by the university's various colleges and schools. Key takeaways from the report are that UT Austin's DEI initiatives espouse a clear ideological agenda, call for a vast overhaul of curriculum and instruction, make an overt commitment to make DEI an effective job requirement for faculty, and create and feed a large bureaucracy devoted to advancing the vague goals of DEI.
Islamic Education: Factors That Affect Teachers in Building Student&apos;s Islamic Character
Author: Siregar, Linda Sari Bulan
Date: 2021-12-00
Type: Journal Articles
Subjects: Islam,Religious Education,Private Schools,Secondary School Teachers,Values Education,Moral Values,Teaching Methods,Learning Processes,Teacher Attitudes,Teaching Experience,Educational Strategies,Interdisciplinary Approach,Role Models,Parent Participation,Moral Development,Case Studies,Student Role,Parent Role,Religious Factors,Discipline

In school, teachers are the most critical factor and should inculcate moral values among their students. This study seeks to identify the factors that support the strategies of Islamic Education teachers in akhlaq (character) building among students in an Islamic Private Secondary School. The research applied qualitative design with in-depth semi-structured interviews; the data were gathered from five Islamic education teachers to explore the supporting factors of teacher strategies of Islamic education and ensure the strengths and weaknesses of these factors. The teachers were purposively selected based on their experiences in teaching and learning. Moreover, the study revealed that the results identified the main supporting factor in the implementing of teacher strategies in Islamic education in akhlaq building among students was the school discipline, co-curricular activities of Islamic school, student (diversity in learning), and teachers as a role model as well as parental involvement in akhlaq building. The finding also asserted that the social environment is one of the supporting factors in implementing teacher strategies of Islamic education in akhlaq building among students. Based on the findings, the researcher recommends the future study, including examining other participants of the school, namely students, staff, principal of school, and parents, to enrich data from different views.
Mass Perception about Music during Lockdown in Nepal: A Case of Fine Arts Campus
Author: Poudel, Parsuram Prasad
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Stress Management,Fine Arts,Music Activities,COVID-19,Pandemics,School Closing,Student Surveys,Student Attitudes,Art Education,Singing,Dance,Musical Composition,Teacher Attitudes,Gender Differences,Age Differences,Preferences,Campuses

Engaging along with music during lockdown is a kind of common behavior of human beings. This article mirrors the mass perception of music during the specific situation of lockdown in Nepal. The descriptive online survey design was used by taking 136 participants from Fine Arts Campus by purposive sampling technique. Frequency, percentage, and presentation of chars were major statistical techniques used in this research. The finding indicates that most of the participants were enjoying by listening and participating in musical activities during the pandemic. Whatever the purpose of listening, singing, dancing, composing, recording, playing the musical patterns, mass people knowingly-unknowingly connected with music during a lockdown. So, concluded that almost all respondents voted for the need for musical activities and varieties of music for managing their stress.
Understanding Context: An Essential Factor for Educational Change Success
Author: Alshumaimeri, Yousif A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Change,Program Implementation,Success,Context Effect,Outcomes of Education,Environmental Influences,Cultural Influences,Learning Processes,Second Language Learning

Contemporary pedagogical experts have stressed the importance of context in education as a critical determinant of the success of learning outcomes. These recent arguments stem from earlier scholars who claimed that the context of education is often taken for granted, although its influence on teaching and learning is crucial. Perhaps the main reason the context of learning is often ignored is that it has been defined vaguely over the years. Educational context is less understood because it comprises many aspects, including culture, history, social factors, and national ethos, influencing people's perceptions and understanding. The relationship between context and education outcome remains unclear due to the lack of a clear definition. Since context plays a vital role in influencing education outcomes, ambitious policies on educational reforms must consider the context of learning to be implemented successfully.
Healthy Communities. Position Statement. Revised
Author: Doremus, Wendy A.
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Role,Student Needs,Public Health,Health Needs,Elementary Secondary Education,Child Health,Well Being,Social Influences,School Community Relationship

It is the position of the National Association of School Nurses (NASN) that healthy and safe communities are essential for the optimal health, well-being, academic success, and lifelong achievement of all school age youth (NASN, 2022a). Bridging education and healthcare, the registered professional school nurse (hereinafter referred to as school nurse), is uniquely situated to protect and promote student and community health, to work collaboratively to respond to public and population health needs, and to contribute to building an equitable culture of health that places &quot;well-being at the center of every life, decision and policy&quot; (NASN, 2022b, p. 100). This document provides the background/rationale for NASN's position. [This Position Statement was initially adopted in January 2018 and revised in January 2023.]
IDEIA and Section 504 Teams -- The School Nurse as an Essential Team Member. Position Statement. Revised
Author: Yonkaitis, Catherine F.
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Students with Disabilities,Educational Legislation,Equal Education,School Nurses,Role,Teamwork,Health Services,Student Needs,Elementary Secondary Education

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse is an essential member of a multidisciplinary education team that identifies, evaluates, and monitors students who may be eligible for services through the Individuals with Disabilities Education Improvement Act (IDEIA; 2004) or Section 504 of the Rehabilitation Act of 1973. This statement provides the background and rationale for NASN's position. [This Position Statement was initially adopted in January 2018 and revised in January 2023.]