ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Sexuality Education in Middle Schools in China
Author: United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France)
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Sex Education,Middle Schools,Sexuality,Program Implementation,Student Attitudes,Teacher Attitudes,Principals,Administrator Attitudes,Early Adolescents,Knowledge Level,Knowledge Base for Teaching,Educational Policy,Educational Legislation,Interdisciplinary Approach,Course Content,Program Effectiveness,Puberty,At Risk Persons,Health Behavior,Bullying,Violence,Gender Bias,Sexual Abuse,Faculty Development,Teacher Education

China boasts one of the largest adolescent populations in the world, with 165 million in total (United Nations, 2017). In recent decades, Chinese adolescents have reached sexual maturity at increasingly early ages, and more and more young people in China are open to premarital sex while at the same time they general lack sexual and reproductive health knowledge and awareness of safe sex. In light of this situation and the risks adolescents face in terms of sexually transmitted infections (STIs), unintended pregnancies, abortions and sexual and gender-based violence, education about sexuality is of utmost importance. This publication describes the findings of a study that aimed to understand the status of the implementation of sexuality education in Chinese middle schools. The study surveyed key stakeholders, including students, teachers and principals, education officials and other educators, seeking to understand how they receive or provide sexuality education, as well as their perceptions of and attitudes to school-based sexuality education. This publication also provides a summary of policies and good practices and identifies gaps in light of the study, on the basis of which it offers practical recommendations for further improvement of school-based sexuality education in China. The study, the largest of its kind in China so far, adopted a cross-sectional design that integrated quantitative and qualitative approaches. It sampled 30 middle schools across six provinces and municipalities in China that claimed to have sexuality education in place. A total of 4,737 students, 151 teachers and 29 principals from these schools participated in the survey. The study collected quantitative data through digital and printed questionnaires, and compiled qualitative information through in-depth interviews. [The publication is the result of a study conducted by the Shanghai Institute of Planned Parenthood Research (SIPPR). Translated by Dandan Chen.]
New York State Testing Program: 2020 Grades 3-5 English Language Arts Computer-Based Tests. Teacher&apos;s Directions (March 24-31, 2020)
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Testing Programs,Language Arts,Language Tests,Computer Assisted Testing,Elementary School Students,Grade 3,Grade 4,Grade 5,Testing Accommodations,Test Format,Test Preparation,Examiners,Supervision

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 3-5 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, each test consists of multiple-choice (1-point) and short-response (2-point) questions and an extended-response (4-point) question. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students select their responses in the Nextera™ Test Delivery System. The short- and extended-response questions require students to type (rather than select) appropriate responses in the Nextera™ Test Delivery System. By following the guidelines in this document, teachers help ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers follow the steps necessary for administering the computer-based tests within the test schedule. [For &quot;New York State Testing Program: 2019 Grades 3-5 English Language Arts Computer-Based Tests. Teacher's Directions (April 1-8, 2019),&quot; see ED601172. For &quot;New York State Testing Program: 2020 Grades 3-5 English Language Arts Paper-Based Tests. Teacher's Directions (March 25-27, 2020),&quot; see ED605939.]
New York State Testing Program: 2020 Grades 6-8 English Language Arts Paper-Based Tests. Teacher&apos;s Directions (March 25-27, 2020)
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Testing Programs,Middle School Students,Grade 6,Grade 7,Grade 8,Language Arts,English Instruction,Multiple Choice Tests,Language Tests,Testing Accommodations,Printed Materials,Test Format,Standardized Tests

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 6-8 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, each test consists of multiple-choice (1-point) and short-response (2-point) questions and an extended-response (4-point) question. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their responses on a separate answer sheet. The short- and extended-response questions require students to write (rather than select) appropriate responses. Students write their answers to these questions directly in their test booklets. By following the guidelines in this document, teachers help ensure that the test is valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule. [For &quot;New York State Testing Program: 2020 Grades 6-8 English Language Arts Computer-Based Tests. Teacher's Directions (March 24-31, 2020),&quot; see ED605942.]
Introducing Grapheme-Phoneme Correspondences (GPCs): Exploring Rate and Complexity in Phonics Instruction for Kindergarteners with Limited Literacy Skills
Author: Vadasy, Patricia F.
Date: 2020-06-19
Type: Reports - Research
Subjects: Phoneme Grapheme Correspondence,Literacy Education,Kindergarten,Grade 1,Teaching Methods,Phonics,Decoding (Reading),Spelling,Instructional Effectiveness,Alphabets,Beginning Reading,Word Recognition,English Language Learners,Orthographic Symbols

Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over five weeks. In Study 1, children grades K-1 were assigned to instruction in a set of either 10 (Slow rate, n = 33) or 15 (Fast rate, n = 32) single- and two-letter GPCs. Study 1 findings indicated that children who learned five added GPCs did not reduce learning of the common set of 10 learned GPCs for any measure (including letter names, sounds, letter sound writing, word reading, and spelling), and learning favored Fast items over Slow for letter sounds, letter sound writing, and word reading (median d = 0.30). In Study 2, kindergarteners were assigned to instruction in either single letters only (Single, n = 30) or mixed-size GPCs (Mixed, n = 31). Instruction included application of GPCs to decoding and spelling. Results showed that kindergarteners in the Mixed condition made significantly greater gains learning the four two-letter GPCs across measures (median d = 0.86), and no significant differences between groups on measures of the 11 one-letter GPCs common to both conditions. Findings add precision to understanding how rate and order of introducing GPCs influence children's initial alphabet learning. Further study of empirically validated methods of alphabet instruction may benefit in particular those children most at risk for acquiring this foundational knowledge. [This paper was published in &quot;Reading and Writing: An International Journal.&quot;]
Considerations for Reopening Pennsylvania Schools
Author: Gill, Brian
Date: 2020-06-00
Type: Reports - Research
Subjects: Disease Control,Disease Incidence,Prevention,Educational Facilities,Educational Environment,Guidance,School Safety,Public Health,Crisis Management,Elementary Secondary Education,Preschool Education,Symptoms (Individual Disorders),Sanitation,Hygiene,Well Being,Stakeholders,Models,Distance Education,Electronic Learning,Blended Learning,Risk Management,Student Transportation,Child Health,Health Sciences,School Schedules,Equal Education,Access to Computers,COVID-19,Pandemics,School Closing

COVID-19 has profoundly affected educational institutions across the Commonwealth of Pennsylvania, as it has in the rest of the country and around the world. Since March 2020, school buildings statewide have been closed. Although many schools have worked hard to provide instruction remotely, it is likely that schoolchildren all over the state are missing out on a substantial amount of learning, with educational losses and other hardships that are likely to be greater for some of the same populations that are disproportionately harmed by the disease itself, creating a serious equity challenge. As educational institutions plan for re-opening in Fall 2020, the Pennsylvania Department of Education (PDE) needs to provide guidance to assist schools in developing policies and procedures for mitigating the spread of COVID-19 and ensuring the safety of their students and staff. In May, PDE approached their partners at the U.S. Department of Education's Mid-Atlantic Regional Educational Laboratory (REL) to provide analytic support for their guidance. In the face of enormous uncertainty, PDE needs to produce a guidance document that outlines options for fall school openings while addressing infection risk, educational impact, and community concerns, with attention to equity throughout. To inform PDE in developing this guidance, REL Mid-Atlantic researchers undertook three tasks: (1) They conducted a rapid review of existing evidence on public-health and educational issues relevant to reopening schools; (2) They interviewed a cross-section of stakeholders from around PA; and (3) They used an agent-based model (ABM) (Koopman, 2002) to simulate the potential spread of COVID-19 under alternative approaches to reopening schools. This memo describes their findings from each of the three tasks. [For the Pennsylvania Department of Education.]
English Learner (EL) Trends from the Nation&apos;s Report Card. Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2018-09-00
Type: Numerical/Quantitative Data
Subjects: English (Second Language),Second Language Learning,Student Evaluation,Reading Achievement,Mathematics Achievement,Educational Trends,Grade 4,Grade 8,Public Schools,Elementary School Students,Junior High School Students

The National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, is the largest nationally representative assessment of what students know about mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and technology and engineering. This fact sheet reports only the reading and mathematics trends for students in grades 4 and 8. All results are for public school students. Comparisons in the report are made between the most recent assessment year (2017) and previous assessment years beginning in 2007. The topics for this report on English Learner (EL) Trends from the Nation's Report Card include: (1) Grade 4 Reading Scores for ELs and Non-ELs: 2007-2017; (2) Grade 8 Reading Scores for ELs and Non-ELs: 2007-2017; (3) Grade 4 Mathematics Scores for ELs and Non-ELs: 2007-2017; and (4) Grade 8 Mathematics Scores for ELs and Non-ELs: 2007-2017.
New York State Testing Program: 2020 Grades 3-5 English Language Arts Paper-Based Tests. Teacher&apos;s Directions (March 25-27, 2020)
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Testing Programs,English Instruction,Language Arts,Language Tests,Test Format,Printed Materials,Elementary School Students,Grade 3,Grade 4,Grade 5,Supervision,Testing Accommodations,Standardized Tests,Answer Sheets

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 3-5 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, each test consists of multiple-choice (1-point) and short-response (2-point) questions and an extended-response (4-point) question. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their responses on a separate answer sheet. The short- and extended-response questions require students to write (rather than select) appropriate responses. Students write their answers to these questions directly in their test booklets. By following the guidelines in this document, teachers help ensure that the test is valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule. [For &quot;New York State Testing Program: 2020 Grades 3-5 English Language Arts Computer-Based Tests. Teacher's Directions (March 24-31, 2020),&quot; see ED605934.]
Self-Care Strategies for Educators during the Coronavirus Crisis: Supporting Personal Social and Emotional Well-Being. Crisis Response Resource
Author: Pate, Christina
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Health Behavior,Wellness,Well Being,Teacher Behavior,Stress Management,Interpersonal Relationship,Emotional Response,Mental Health,Psychological Patterns,Altruism,Interaction,Teaching Conditions,Help Seeking,COVID-19,Pandemics

The challenges and stresses that educators face in the midst of the COVID-19 pandemic are unprecedented. To continue supporting their students in this challenging context, teachers and other educators must first be able to take care of themselves. Addressed to educators who face the stresses of the pandemic and the resulting school closures and online service provision, this brief offers practical information and guidance on self-care. It describes self-care as paying adequate attention to one's own physical and psychological health and wellness, and actively attending to one's own health and well-being. The brief, produced by WestEd as part of a collection of Crisis Response Resources, builds on a growing research base about self-care, as well as WestEd's extensive experience in education, public health, and wellness services. The brief provides sections on healthy mindsets and behaviors; identity, connectedness, and belonging; healthy boundaries and interactions; and when to seek help. The guidance aims to help educators attend to self-care so that they, in turn, can most effectively continue to educate and support those who depend on them.
Managing Public Education Resources during the Coronavirus Crisis: Practical Tips and Considerations for School District Leaders. Crisis Response Resource
Author: Willis, Jason
Date: 2020-04-00
Type: Guides - Non-Classroom
Subjects: Disease Control,Crisis Management,School Districts,Charter Schools,Access to Education,Educational Quality,Educational Technology,Online Courses,Distance Education,Access to Computers,At Risk Students,Student Needs,Information Dissemination,Public Schools,Resource Allocation,Federal Aid,Federal Legislation,Elementary Secondary Education,Educational Legislation,Early Intervention,Block Grants,Child Care,Planning,Budgets,Food Service,Economic Impact,COVID-19,Pandemics,School Closing

Concerns about the new coronavirus are having profound effects on the public education landscape, from how educators deliver instruction to the amount of revenue available for operating schools. The full fiscal effect of school closures and of the country's broader economic downturn is not yet known, but predictions are distressing. More than ever, school districts and charter schools must make strategic decisions about how to allocate resources based on the specific needs of their own community. This timely brief, produced by WestEd as part of a collection of Crisis Response Resources, offers practical information and guidance, including an analysis of available funding under the CARES Act, to help school district and charter school leaders manage and strategically allocate resources amid widespread school closures and in the face of an almost certain reduction in education funding over the coming fiscal year. The four key guiding principles for decision-making detailed in this document provide some anchor points for education leaders. They include: (1) Ensure continuity of core services. To the greatest extent possible, ensure continuity of basic services, principally quality instruction, technology for online learning, and meals for eligible students; (2) Focus first on providing support for students who need it most. During school closures, attend to those students who are least able to get learning support and resources from home; (3) Despite many unknowns, don't wait to plan. While responding to immediate critical needs is essential, set aside time to confer with other district and charter school leaders to plan, strategize, and think ahead to next year's budget; and (4) Keep the community informed. Leaders should communicate with the community about their efforts to support students and families and about anticipated budget challenges and potential shortfalls in the future. [This brief has adapted and expanded on a related California-specific publication, &quot;Managing Public Education Resources in California during and after the Coronavirus Crisis: Practical Tips and Considerations for School District and Charter School Leaders&quot; (ED605943).]
New York State Testing Program: 2020 Grades 6-8 English Language Arts Computer-Based Tests. Teacher&apos;s Directions (March 24-31, 2020)
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Grade 6,Grade 7,Grade 8,English,Language Arts,Computer Assisted Testing,Language Tests,Testing,Scheduling,Test Preparation,Middle School Students,Testing Programs

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 6-8 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, each test consists of multiple-choice (1-point) and short-response (2-point) questions and an extended-response (4-point) question. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students select their responses in the Nextera™ Test Delivery System. The short- and extended-response questions require students to type (rather than select) appropriate responses in the Nextera™ Test Delivery System. By following the guidelines in this document, teachers help ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers follow the steps necessary for administering the computer-based tests within the test schedule. [For &quot;New York State Testing Program: 2020 Grades 6-8 English Language Arts Paper-Based Tests. Teacher's Directions (March 25-27, 2020),&quot; see ED605935. For &quot;New York State Testing Program: 2019 Grades 6-8 English Language Arts Computer-Based Tests. Teacher's Directions (April 1-8, 2019),&quot; see ED601169.]