ethanporcaro/eric-fulltext-meta huggingface dataset:
An International Review of Plans and Actions for School Reopening
Author: Fitzpatrick, Rachael
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: School Closing,COVID-19,Pandemics,Educational Change,Educational Planning,Global Approach,Educational Finance,Equal Education,Educational Practices,Best Practices,Well Being,School Safety,Educational Policy,Hygiene,Educational Environment,Intervention,Remedial Instruction,Acceleration (Education),Budgets,Time Factors (Learning),Distance Education,Economically Disadvantaged,Foreign Countries

This report is based on a rapid survey of recently published materials, guidance documents and media commentary. It summarises what is known and understood about the impacts of the prolonged school closures that followed the spread of COVID-19 and the context of school reopening and plans for learning recovery. In March 2020, schools around the world began closing their doors and governments, jurisdictions, educators and a range of connected stakeholders moved rapidly to support educational continuity through remote models of provision. Education Development Trust has been following these developments from the beginning, mapping the response, the challenges that have arisen and the concerns expressed by many educators across the globe. The first chapter of this report updates what is known about student and teacher wellbeing, the time spent on learning for pupils during the period of school closure and the experience of lockdown for teachers. In the second chapter, the status of school reopening planning around the world is considered, alongside the measures being taken to ensure that students and teachers can return to school safely. Emerging plans to tackle learning loss and to structure and support recovery are discussed. Finally, the report assesses the conditions for long-term educational recovery with a focus on funding and financial support for governments in low-income contexts, where fragile and unequal learning environments had already persisted prior to COVID-19 school closures. Throughout the report, the key findings are illustrated with country examples of both challenges and promising solutions. The report concludes with a list of recommendations for policymakers.
Children&apos;s Literacy Initiative: Final Report of the i3 Scale-Up Study
Author: Drummond, Katie V.
Date: 2020-09-00
Type: Reports - Research
Subjects: Literacy Education,Intervention,Program Effectiveness,Program Evaluation,Elementary School Students,Comparative Analysis,Teaching Methods,Teacher Effectiveness,Classroom Environment,Educational Quality,Academic Achievement,Reading Achievement,Tests,Scores,English Language Learners,Language Proficiency,Faculty Development,Elementary School Teachers,English,Language Arts,Teacher Attitudes,Teacher Surveys,Administrators,Coaching (Performance),Outcomes of Education,Grade 1,Grade 2,Grade 3

This i3 scale-up study examined the implementation and effectiveness of a 3-year literacy intervention developed by the Children's Literacy Initiative (CLI). The study was a school-level cluster randomized controlled trial conducted in 55 elementary schools from four states. Implementation results showed a high level of fidelity of intervention implementation across the treatment schools in the four urban school districts that had not previously worked with CLI. Intent-to-treat analyses of observation data showed that the intervention's effects on classroom literacy environment and teacher practices were not statistically significant in Year 1. By Year 3, however, treatment teachers who had taught in intervention schools for all 3 years were rated significantly higher in both the quality of classroom environment and the quality of literacy instructional practices than their peers in control schools. Analyses of student achievement data indicated that the CLI intervention had no statistically significant impact on students' reading achievement in any of the 3 intervention years. This held true for the overall student sample and for grade-specific subsamples, based on the overall literacy test score and for literacy subtest scores. In addition, differential impact analyses revealed that the impact of the CLI intervention on students' literacy achievement did not differ significantly by the level of students' baseline achievement. Further evidence from exploratory analyses showed that the intervention had no statistically significant impact on the English proficiency of English learner students or on teachers' knowledge of beginning reading practices. Because of the high amount of teacher attrition, an additional exploratory analysis that restricted the sample to only students of teachers who were stable across all 3 years in both conditions. There were positive and statistically significant effects for students in the CLI intervention condition who had stable teachers (teachers who had greater opportunity for intervention exposure) and who entered in Grade 1 and progressed to Grade 3 during the course of the study.
Change Agents: Emerging Evidence on Instructional Leadership at the Middle Tier
Author: Childress, David
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Change Agents,Instructional Leadership,Instructional Improvement,Middle Management,School Administration,Capacity Building,Faculty Development,Teacher Collaboration,Accountability,Compliance (Legal),Barriers,Evidence Based Practice,School Based Management,Foreign Countries

A major concern for policymakers around the world is how to design an entire system of education that provides high quality teaching and learning outcomes. This paper aims to make a significant contribution to this debate by looking closely at the middle part of education systems -- the regional, district, and sub-district level -- as a critical part of the 'machine' for quality teaching and learning at scale. This working paper is part of a joint venture between the UNESCO International Institute for Educational Planning (IIEP), Education Development Trust, and the Education Commission in researching and strengthening roles at the middle tier of education systems. This review sees the potential of these middle tier leaders as a cadre of change agents who work directly with schools and teachers, and who are dedicated to instructional change and professional learning. [This report was co-produced by the Education Commission.]
How Project-Based Learning and Direct Teaching Models Affect Teamwork and Welding Skills among Students
Author: Jalinus, Nizwardi
Date: 2020-00-00
Type: Journal Articles
Subjects: Direct Instruction,Teaching Methods,Outcomes of Education,Teamwork,Welding,Soft Skills,Student Projects,Active Learning,Vocational High Schools,High School Students,Learning Activities,Job Skills,Comparative Analysis,Foreign Countries

In the twenty-first century, many employers prefer candidates whose soft skills exceed their hard skills. In this article, the researcher compares project-based learning models and direct teaching, for welding skills and teamwork skills among vocational high education students. Welding skills are seen as hard skills and teamwork skills are viewed as soft skills. The research method used was experimental research. The results show that with the implementation of a project-based learning model, learning activities students have higher teamwork than welding skills, while with the implementation of a direct teaching model, learning activities students have higher welding skills than teamwork skills. This study shows that the implementation of different learning models, and the different competence ratio of hard skills and soft skills owned by students in a model of project-based learning, is very appropriate for twenty-first century learning that prioritises learning outcomes owned by students higher on soft skills.
Assessment of a Conceptually Informed Measure of Emotion Dysregulation: Evidence of Construct Validity &quot;vis a vis&quot; Impulsivity and Internalizing Symptoms in Adolescents with ADHD
Author: Monopoli, W. John
Date: 2020-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Emotional Problems,Test Validity,Psychometrics,Parent Attitudes,Self Control,Adolescents,Behavior Disorders,Emotional Disturbances,Symptoms (Individual Disorders),Anxiety,Depression (Psychology),High School Students,Grade 9,Grade 10,Grade 11,Test Reliability

Objectives: Despite advances in understanding associations among attention-deficit hyperactivity disorder (ADHD), emotion dysregulation (ED), and related outcomes, there is incongruity between ADHD-relevant conceptualizations of ED and available measures of ED. To assess the psychometric properties of a parent-report questionnaire of ED conceptualized as deficits in the ability to modulate the (a) speed/degree of emotion escalation; (b) expression intensity; and (c) speed/degree of de-escalation. Methods: Participants were 209 adolescents with ADHD (78% male; 13.5-17.8 years old [M = 15.2 SD = 0.91]). Questionnaire items were selected from parent-report scales of ED and oppositional defiant disorder and subjected to exploratory factor analysis (EFA) and validity analyses. Results: The EFA revealed two factors, with speed/degree of escalation combined with intensity as factor one, and speed/degree of de-escalation as factor two. Factor one scores were related to ADHD impulsivity symptoms but not to anxiety and depression symptoms and they remained predictors of impulsivity even in the presence of self-report ED, evincing convergent, discriminant, and incremental validity. Factor two scores were related to anxiety and depression but not impulsivity, evincing convergent and discriminant validity. Conclusion: These results inform our understanding of ADHD-relevant ED in adolescence and offer avenues for future research in measurement development, as well as for understanding ED and ADHD-related impairment.
Cost-Effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies
Author: Owens, Julie Sarno
Date: 2020-05-18
Type: Reports - Research
Subjects: Elementary School Teachers,Program Implementation,Report Cards,Intervention,Consultation Programs,Cost Effectiveness,Computer Mediated Communication,Attention Deficit Hyperactivity Disorder,Elementary School Students,Student Behavior,Behavior Change,Outcomes of Treatment

Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers' implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent. [This is the online version of an article published in &quot;Journal of Education and Psychological Consultation&quot; (ISSN 1532-768X).]
Helping Preschoolers Learn Math: The Impact of Emphasizing the Patterns in Objects and Numbers
Author: Zippert, Erica L.
Date: 2021-00-00
Type: Reports - Research
Subjects: Preschool Children,Mathematics Education,Numeracy,Mathematics Skills,Pattern Recognition,Number Concepts,Tutoring,Mathematics Instruction,Instructional Effectiveness,Short Term Memory,Spatial Ability,Repetition,Preschool Education

Preschoolers' repeating patterning knowledge is predictive of their concurrent and later math and numeracy knowledge, but strong experimental evidence is needed to determine if these relations are causal. The purpose of the current Study was to examine the causal effects of repeating patterning and numeracy tutoring on repeating patterning, numeracy, and general mathematics knowledge in the year before kindergarten (i.e., pre-K). Children in pre-K (N = 211) were randomly assigned to receive five sessions of researcher-delivered tutoring (a) on repeating patterns and numeracy or (b) on numeracy (and literacy as an active control), or received no tutoring and business as usual classroom instruction(control). Children who received tutoring in repeating patterning and numeracy improved in their repeating patterning knowledge the most. However, children's general math and numeracy knowledge improved similarly across conditions, and a specific aspect of numeracy emphasized during the tutoring did not improve. Children's repeating patterning knowledge is malleable, but this initial attempt to demonstrate causal links between repeating patterning and math knowledge was not successful. Results parallel mixed success in research training other skills, such as working memory or spatial skills, for improving mathematics knowledge. Findings are discussed in terms of the relations between patterning, numeracy, and general math knowledge in preschoolers. [This paper will be published in &quot;Journal of Educational Psychology.&quot;]
A Guide for the Biden-Harris Administration to Ensure Student Success in Higher Education
Author: McCann, Clare
Date: 2020-11-18
Type: Guides - General
Subjects: Higher Education,Educational Practices,Low Income Students,Minority Group Students,Educational Finance,Educational Innovation,Evidence Based Practice

For millions of Americans, the potential that a college education presents goes unrealized. Graduation rates are too low; the prevalence of low-value credentials is too high; and rising costs put a college education out of reach for many. The challenges facing postsecondary education students today loom larger than ever, with millions of students shunted to online education as a result of the pandemic and personal financial challenges steeper than they've ever been. Still, plenty of evidence indicates that these barriers can be overcome with well-considered, carefully designed, evidence-based interventions that improve student success and lead more students to reap the benefits of a high-quality degree. That is why America Forward, MDRC, New America, Results for America (RFA), and The Institute for College Access and Success (TICAS) all support greater use of evidence and data in postsecondary policymaking. Today, we are publishing this compilation of memos for the Biden-Harris Administration, with a primer from MDRC and RFA on what the research tells us about what works in higher education; a postsecondary learning agenda for the Education Department from New America; and a proposal from America Forward and RFA establishing a tiered evidence fund to renew innovation and expand proven practices across higher education institutions. These critical priorities will help ensure the Administration does everything it can to help current and future students succeed. [America Forward contributed to the production of this guide.]
A Reintroduction to the What Works Clearinghouse
Author: Polanin, Joshua
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Clearinghouses,Federal Programs,Educational Research,Instructional Effectiveness,Evidence Based Practice,Publications,Databases,Guides,Literature Reviews

The What Works Clearinghouse (WWC) is an investment of the U.S. Department of Education's Institute of Education Sciences. Its purpose is to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence on what works in education. The WWC's goal is to produce high-quality products that help education practitioners, teachers, state and local administrators, and researchers make evidence-based decisions. It does so through a systematic review process, replicable documentation, and transparent reporting. The WWC team--which includes numerous contractors, consultants, academic specialists, and federal employees--produces a suite of products in varying formats carefully designed to reach audiences with distinct and sometimes diverging needs. This article provides a brief overview of these products in the hope that the various audiences will access and use them frequently.
Teacher Prep Review: Program Diversity and Admissions, 2021
Author: Drake, Graham
Date: 2021-02-00
Type: Reports - Research
Subjects: Teacher Education Programs,Student Diversity,Preservice Teachers,Enrollment,College Admission,Undergraduate Students,Graduate Students,Nontraditional Education,Admission Criteria,Alternative Teacher Certification

New to the &quot;Teacher Prep Review&quot; in 2021 is a standard measuring the contributions teacher preparation programs make to the diversity of their state's and local community's teacher workforce. Formerly titled Selection Criteria, the Admissions standard has been a part of the &quot;Teacher Prep Review&quot; since its inception in 2013. While there have been multiple, albeit largely unsuccessful efforts over the years to press upon the nation's teacher preparation programs the need to raise academic standards for admission, less systematic attention has gone to diversifying the profession. That may be because the research has essentially flipped in the last twenty years, with earlier findings noting few tangible benefits from matching teacher race with student race to a newer body of research that has turned up dramatic benefits. In a unique undertaking, this study examines the important intersection between programs' admissions standards with their goals to achieve greater diversity and highlights programs that have successfully achieved both. [A list of &quot;Teacher Prep Review&quot; sponsors can be found on page 32 of the PDF.]
Collaboration in Online Learning and Simulation: Lessons for Community Colleges
Author: Palmer, Iris
Date: 2020-12-03
Type: Reports - Descriptive
Subjects: Community Colleges,Electronic Learning,Intercollegiate Cooperation,Simulation,Online Courses,Competency Based Education,Federal Programs,Grants,Labor Force Development,Vocational Education,Distance Education,Adult Education

The COVID-19 pandemic has generated an unprecedented wave of challenges for students, faculty, and staff. In March 2020, a thousand community colleges in the United States shifted to online instruction, which affected around 10 million students. Community colleges are used to responding to their communities during times of crisis. But individual colleges should not have to carry this weight alone. This is not the first time that community colleges have faced a difficult time and shown that a group of institutions can improve access and instruction. Lessons from the last recession can show how to share the burden and improve online learning and simulation through collaboration.
Fostering Equitable Community and Economic Development through Apprenticeship
Author: Tesfai, Lul
Date: 2020-03-10
Type: Reports - Descriptive
Subjects: Community Development,Economic Development,Apprenticeships,Labor Force Development,Job Training,Municipalities,City Government,Employment Opportunities,Public Sector,Financial Support,Program Development

Mayors play a crucial role in helping people attain the education and skills necessary to enter the workforce and climb the economic ladder. While many American cities are thriving today, they are also home to rising levels of economic inequality, driven in part by the difficulty non-college-educated workers face in securing family-sustaining jobs. Fifty years ago, urban and metropolitan workers without a college degree could secure well-paying, middle-skill jobs that were not available in suburban and rural labor markets. But by 2015, cities no longer provided an abundance of middle-skill jobs for workers without postsecondary education and training. This change in the nature and availability of urban jobs has pushed more workers into low-wage work, increased occupational polarization in metropolitan areas, and contributed to growing inequality. Mayors have a tool for tackling this problem that many have not fully utilized: apprenticeship, a proven training and employment model that helps employers build a qualified workforce and provides workers with affordable pathways to careers. City leaders have a number of levers for expanding the use of apprenticeship by employers who do business with the city and by the many public and nonprofit agencies that deliver city services. In fact, increasing the supply of apprenticeships that can prepare residents for family-sustaining jobs in construction, renewable energy, information technology, healthcare, social services, and even public administration, is an inclusive growth strategy available to mayors in every city in America.
Romantic Relationships and Sexual Behavior among Adolescents with ADHD
Author: Margherio, Samantha M.
Date: 2020-00-00
Type: Reports - Research
Subjects: Grade 8,Grade 9,Grade 10,Attention Deficit Hyperactivity Disorder,Intimacy,Sexuality,Adolescents,Interpersonal Competence,Emotional Response,Health Behavior,At Risk Persons,Symptoms (Individual Disorders)

Objective: Both qualitative and quantitative analyses were used to (a) describe the romantic and sexual relationships of adolescents with ADHD and (b) examine how ADHD-related impairments (e.g., social skill deficits and emotion dysregulation [ED]) are associated with romantic relationship outcomes in this group. Method: Adolescents with ADHD (N = 171; 80% male; 70% White) responded to questions about their romantic and sexual relationship experiences and ED. Parents provided ratings of ADHD symptoms, ED, and social skills. Results: Adolescents with ADHD reported high rates of romantic relationship turnover and low rates of physical intimacy. More severe self-reported ED was associated with increased likelihood of engaging in romantic relationships, having more romantic relationship partners, increased likelihood of engaging in sexual intercourse, and increased likelihood of engaging in unprotected sex. Conclusion: Early intervention programs that alter the developmental trajectory of romantic relationships among individuals with ADHD may benefit from targeting ED among these youth. [This is the online version of an article published in &quot;Journal of Attention Disorders.&quot;]