ethanporcaro/eric-fulltext-meta huggingface dataset:
PIRLS 2016 Assessment Framework. 2nd Edition
Author: Mullis, Ina V. S., Ed.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: International Programs,Testing Programs,Student Evaluation,Reading Tests,Grade 4,Reading Comprehension,Literacy,Reading Achievement,Achievement Tests,Questionnaires,Test Construction,Scoring,Classroom Environment,Educational Environment,Family Environment,Student Characteristics,Student Attitudes

The &quot;PIRLS 2016 Assessment Framework, 2nd Edition&quot; provides the foundation for the three international assessments planned as part of the International Association for the Evaluation of Educational Achievement's Progress in International Reading Literacy Study (PIRLS) 2016: PIRLS, PIRLS Literacy, and ePIRLS. PIRLS represents the international standard for reading comprehension at the fourth grade. PIRLS Literacy, a less difficult version of PIRLS, is designed to assess foundational reading skills that are prerequisites for success on PIRLS. New in 2016, ePIRLS is an innovative assessment of online reading that makes it possible for countries to understand how successful the are in preparing fourth grade students to read, comprehend, and interpret online information. Chapter 1 (Ina V. S. Mullis, Michael O. Martin, Marian Sainsbury) presents the &quot;PIRLS 2016 Reading Framework&quot;, and describes in some detail the major purposes of reading and processes of comprehension to be tested at the fourth grade. PIRLS assesses two purposes of reading that fourth grade students typically engage in: reading for literary experience, as well as to acquire and use information. PIRLS also assesses four broad processes of comprehension predominantly used by fourth grade readers: focus on and retrieve explicitly stated information, make straightforward inferences, interpret and integrate ideas and information, and evaluate and critique content and textual elements. Chapter 2 (Martin Hooper, Ina V. S. Mullis, Michael O. Martin) contains the &quot;PIRLS 2016 Contextual Framework&quot; describing the types of schooling situations and factors associated with students' development in reading literacy that will be investigated via the &quot;PIRLS 2016 Encyclopedia&quot; in addition to the questionnaires completed by students, their teachers, and schools. Finally, Chapter 3 (Michael O. Martin, Ina V. S. Mullis, Pierre Foy) provides an overview of the PIRLS and PIRLS Literacy test booklet and ePIRLS task designs, including general parameters for item development. The following are appended: (1) Acknowledgements; (2) Sample PIRLS Passages, Questions, and Scoring Guides; and (3) Sample PIRLS Literacy Passages, Questions, and Scoring Guides. [For the first edition, &quot;PIRLS 2016 Assessment Framework.&quot; see ED545242.]
The Growing Educational Equity Gap for California's Latina/o Students. Latino Policy &amp; Issues Brief. Number 29
Author: Huber, Lindsay Pérez
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Equal Education,Hispanic American Students,Achievement Gap,Graduation Rate,High School Graduates,Population Growth,Educational Attainment,White Students,Racial Differences,Ethnic Groups,Bachelors Degrees,Masters Degrees,Doctoral Degrees

Although recent studies suggest that educational attainment for Latina/os has been improving, in this brief report the authors show that when demographic change is taken into consideration, it is clear that Latina/o students in California are not making gains but falling further behind. In California, approximately 60 percent of Latina/o students graduated from high school in 2012. In contrast, just over half of Latina/o high school students were graduating nationally in 2000, suggesting that educational attainment for Latina/os has been improving. The outlook changes, however, when educational attainment data are considered in terms of population growth. Snapshots that do not account for shifting demographics cannot present an accurate portrayal of educational attainment. When the data for California graduates are contextualized, an equity gap appears, indicating that in reality, the picture for Latina/o students is alarming.
Cooperate to Validate. Observal-Net Experts' Report on Validation of Non-Formal and Informal Learning (VNIL) 2013
Author: Weber Guisan, Saskia
Date: 2014-00-00
Type: Tests/Questionnaires
Subjects: Nonformal Education,Informal Education,Validity,Case Studies,Questionnaires,Competence,Professional Personnel,Prior Learning,Adult Education,Foreign Countries

The present publication is one of the outcomes of the OBSERVAL-NET project (followup of the OBSERVAL project). The main aim of OBSERVAL-NET was to set up a stakeholder centric network of organisations supporting the validation of non-formal and informal learning in Europe based on the formation of national working groups in the 8 participating countries of the project. Each national working group worked towards bringing together key stakeholders in VNIL and political decision-makers at national level in order to coordinate policy implementation in the field. Appended are: (1) Questionnaire used for the case studies analysed in Chapter 1; (2) List of case studies analysed in Chapter 1 and their authors; (3) OBSERVAL-Net Manifesto on wider access and cooperation for strengthening validation practices in Europe; (4) OBSERVAL-Net Advocacy Pack Validation of Non-formal and Informal Learning (VNIL); and (5) OBSERVAL-NET Partners.
Technology Outlook for International Schools in Asia, 2014. An NMC Horizon Project Regional Report
Author: Johnson, L.
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,International Schools,Technology Uses in Education,Elementary Secondary Education,Technological Advancement,Influence of Technology,Adoption (Ideas),Games,Handheld Devices,Computer Oriented Programs,Printing,Online Courses,Internet,Computer Simulation,Computer Uses in Education,Trend Analysis

This report is a collaborative research effort between the New Media Consortium (NMC), Concordia International School Shanghai, and NIST International School in Bangkok, Thailand, to help inform international school leaders in Asia about significant developments in technologies supporting teaching, learning, and creative inquiry in primary and secondary education. The research underpinning the report makes use of the NMC's Delphi-based process for bringing groups of experts to a consensus viewpoint, in this case around the impact of emerging technologies on teaching, learning, and creative inquiry in international schools in Asia (ISA) over the next five years. This document was produced to explore emerging technologies and forecast their potential impact expressly in a primary and secondary education context. In the effort that took place from May through July 2014, a carefully selected panel of experts was asked to consider hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for international schools in Asia over the next five years. Known as the 2014 Horizon Project ISA Expert Panel, that group of thought leaders consists of distinguished individuals, all highly regarded in their fields. Collectively the panel represents a range of diverse perspectives across the education sector for international schools in Asia. The Expert Panel presents 12 &quot;technologies to watch,&quot; and agreed that instilling a school and work/life balance is imperative as technology rapidly evolves and becomes more accessible. The key sections of the report, in general, constitute a reference and straightforward technology-planning guide for educators, researchers, administrators, policy makers, and technologists. It is the hope of the Expert Panel that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in international schools in Asia. [Additional support for the production of this report was provided by 21 Century Learning, Canadian International School of Hong Kong, Eduro Learning, Innovative Professional Development, Nanjing International School, Renaissance College Hong Kong, Singapore American School, United World College of South East Asia, and Yokohama International School.]
Teacher Leadership: Federal Policy Recommendations
Author: Gran, Jackie
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Federal Regulation,Change Strategies,Educational Policy,Barriers,Educational Innovation,Investment,Instructional Improvement,Human Capital,Management Information Systems,Federal Legislation,Educational Legislation,Elementary Secondary Education

This policy brief was developed specifically for federal policymakers, and builds upon the policy recommendations included in &quot;Leading from Every Seat: Empowering Principals to Cultivate Teacher Leadership for School Improvement.&quot; The recommendations in this report include the following: (1) Uncover New Leadership Ideas and Seed Innovation: Continue to shine a spotlight on the promise of teacher leadership and spur more research into innovative approaches to identifying, developing, and supporting teacher leaders; (2) Remove Barriers to Teacher Leadership: Encourage states and districts to remove statutory or regulatory hurdles that prevent teachers from being able to perform leadership duties or that prevent principals from being able to create school conditions that support teacher leadership; (3) Invest in Leadership to Improve Teaching and Learning: Target existing funds toward effective leadership investments by ensuring states and districts understand allowable uses of funds and allocating or setting aside funds specifically for leadership; (4) Encourage Coherent Human Capital Management Systems: Encourage states and districts to ensure there is strong alignment within their human capital management systems (HCMSs) to support teacher leader effectiveness; and (5) Invest in Equity: Focus additional federal resources on the schools and communities most in need of strong, consistent teaching and leading. Each area detailed in this report includes examples. [For &quot;Leading from Every Seat: Empowering Principals to Cultivate Teacher Leadership for School Improvement. Version 1.0,&quot; see ED556352.]
Reversing the Cycle of Deterioration in the Nation's Public School Buildings
Author: Council of the Great City Schools
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Public Schools,School Buildings,Urban Schools,Educational Environment,Academic Achievement,School Safety,Community Relations,Life Cycle Costing,School Maintenance,Educational Equipment,Equipment Maintenance,Resource Allocation,Models,Elementary Secondary Education

Across the nation, large urban school districts are experiencing premature and rapidly accelerating deterioration of school buildings. The conditions of buildings and equipment, most importantly in classrooms and school support spaces, are deteriorating to the point of hindering the core mission of schools: educating children. This report is the culmination of two years of work by over two dozen school facilities and finance executives from member districts and industry, all of whom offered their considerable expertise &quot;pro bono.&quot; The report describes how school districts, financially squeezed over long periods of time, made economic decisions that reduced the most cost-effective types of maintenance work: preventive and predictive maintenance. The result of those decisions &quot;to save money&quot; will, in the long term actually increase the amount and frequency of much more expensive breakdown repair and replacement work. Data from multiple authoritative sources reveal that the deteriorating condition of schools has a direct and significant impact on the achievement of students and the effectiveness of teachers. The report contains contemporary references that link the conditions of school buildings to student achievement and a variety of other issues. It also provides information and references to a variety of strategies that have proven successful in reversing the cycle of deterioration. This report is organized into the following chapters: (1) Determining the Relationships among School Building Conditions, Student Achievement, School Safety, and Community Relations; (2) Calculating School Building Life-Cycle Investments, Life-Cycle Costs, and the Costs of Deferring Maintenance; (3) Facilities Condition Assessment and Major Repair/Replacement Program Planning; (4) Identifying Successful Strategies and Methods Used in Maintaining School Buildings and Equipment; (5) Determining Correct Methods and Amounts for Allocating Resources to Maintain School Buildings and equipment; (6) Creating a Model for Effective Community Relations; and (7) Mining Resources for Maintaining School Buildings and Equipment. Individual chapters contain reference and resources.
School Improvement Grants: Progress Report from America's Great City Schools
Author: Council of the Great City Schools
Date: 2015-02-00
Type: Reports - Research
Subjects: Grants,Federal Legislation,Federal Aid,Educational Improvement,Urban Schools,Scores,Tests,School Holding Power,High Schools,Interviews,Attitude Measures,Administrator Attitudes,Teacher Attitudes,School Districts,Grade 3,Grade 5,Grade 4,Grade 6,Grade 7,Grade 8,Mathematics Achievement,Reading Achievement,Low Achievement,High Achievement,Enrollment Trends,Qualitative Research,Statistical Analysis,Data Analysis,Federal Programs,Public Schools,Educational Legislation,Models,Elementary Secondary Education,Student Characteristics,Institutional Characteristics,Enrollment,Instructional Program Divisions,Standardized Tests,Achievement Gap

This report measures trends in performance among urban schools receiving federal School Improvement Grant (SIG) awards as part of the American Recovery and Reinvestment Act of 2009 (ARRA). The Council of the Great City Schools aims to document how member districts of the Council of the Great City Schools implemented SIG and specifically what effects the program had on student test scores and school &quot;holding power&quot;--the ability of high schools to move students through the system on a timely basis. Finally, based on interviews with district and school-based staff in several case study districts, common characteristics of successful and unsuccessful implementation of the SIG program in Council schools and districts are identified and described. Results of the analysis across states for grades three through eight in both math and reading indicate that the gaps in the percentages of students scoring at or above Proficient on state assessments between SIG-award schools and the two comparison groups (SIG-eligible schools that did not receive grants and non-SIG-eligible schools) appear to have narrowed steadily over the first two years of the grants, and then leveled off in the third year. The findings suggest that SIG-award schools also reduced the percentage of students in the lowest proficiency levels on state assessments. In many respects, this measure could be considered the most relevant assessment of the impact of the SIG investment, as more than one out of every three students in SIG-award schools were classified in the lowest performance level on state assessments. The following are appended: (1) Reading and Math School Means for at or above Proficient and Below Basic by District; and (2) High School Enrollment Trends by District.
A Framework for Raising Expectations and Instructional Rigor for English Language Learners
Author: Council of the Great City Schools
Date: 2014-08-00
Type: Guides - Non-Classroom
Subjects: English Language Learners,Second Language Learning,Second Language Instruction,English (Second Language),Instructional Materials,Academic Discourse,Urban Schools,Academic Standards,State Standards,Elementary Secondary Education,Expectation,Instructional Material Evaluation

The purpose of this document is to define a new vision for English Language Development, to share examples of instructional delivery models, and to provide step-by-step guidance for selecting instructional materials that will accelerate the acquisition of academic language and grade-level content for all English learners in urban school districts. This document may be used alone, or in combination with other evaluation protocols adopted by districts, as deemed appropriate by each district's instructional leadership. Before selecting instructional materials for English Language Learners (ELLs), however, districts must have a clear vision of how their instructional program for ELLs ensures attention to the instructional shifts and rigor of the Common Core, providing both the language development and the scaffolded grade-level content required for ELLs to be successful. To aid districts in this task, the Council of the Great City Schools has developed a framework for English Language Development (ELD) that is anchored in the language demands of the Common Core; which is called the &quot;ELD 2.0&quot; Framework. The underlying pedagogy related to language acquisition, language development, and rigor, and also defines the specific components of the &quot;ELD 2.0&quot; Framework is described in this report. While the two major components of the framework are defined explicitly, the delivery of the model is described more generally, in order to allow districts to fit the &quot;ELD 2.0&quot; Framework within their own program design. The following is appended: Matching Instructional Materials to Your Program Design.
The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction
Author: Wolbers, Kimberly A
Date: 2015-10-00
Type: Reports - Research
Subjects: Writing Achievement,Elementary School Students,Writing Instruction,Deafness,Hearing Impairments,Partial Hearing,Instructional Effectiveness,Case Studies,Descriptive Writing,Expository Writing,Persuasive Discourse,Writing Improvement,Pretests Posttests,Comparative Analysis,Statistical Analysis,Grade 3,Grade 4,Grade 5,Writing Strategies,Achievement Tests,Standardized Tests

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre- and post-data from a larger group of students (N = 31) were compared. Wilcoxon signed-rank test statistics were statistically significant for each genre with medium to high effect sizes. Data suggest SIWI as a promising practice with elementary students, and comments regarding further development and research are provided. Baseline and intervention writing samples from Curt (recount), Heather (information report), and Nelly (persuasive) are provided in the Appendix to illustrate the common patterns of improvement identified in student writing. [This article was published in the &quot;Journal of Deaf Studies and Deaf Education,&quot; v20 n4 p385-398 Oct 2015.]
Paying for Improvement: Teacher Compensation Reform. re:VISION No. 04, Part 3
Author: Jackson, Stephen
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,Compensation (Remuneration),Teacher Effectiveness,Teacher Qualifications,Teacher Certification,Context Effect,Incentive Grants,Merit Pay,Staff Utilization,Personnel Policy,Change Strategies,Case Studies,Administrative Policy,Teacher Employment Benefits,Teacher Motivation

Policymakers know that improving teaching in our schools requires a systemic look at many policies related to educator effectiveness. For example, teacher preparation programs need to be dramatically improved and strengthened, but without accompanying reform in compensation, even highly effective and innovative schools of education are unlikely to continue attracting top students who have more lucrative post-degree options. Likewise, to carry out compensation reform successfully, states need thoughtful, fair systems for measuring teacher performance. This issue of re:VISION, part of a special series on teacher effectiveness, examines the role of educator compensation through this lens and offers considerations for policymakers who are examining teacher compensation in their states. [For Part 1 of this series, see ED559385; for Part 2, see ED559387; for Part 4, see ED559388; and for Part 5, see ED559391.]
From Soft Power to Economic Diplomacy? A Comparison of the Changing Rationales and Roles of the U. S. and Canadian Federal Governments in International Education. Research &amp; Occasional Paper Series: CSHE.2.15
Author: Trilokekar, Roopa Desai
Date: 2015-02-00
Type: Reports - Research
Subjects: Foreign Countries,International Education,Comparative Analysis,Comparative Education,Government Role,Federal Regulation,Educational Policy,Policy Formation,Educational Change,Context Effect,Higher Education,Educational Development,Educational Objectives,Politics of Education,Economic Factors,Immigration,Foreign Policy,Foreign Students,Talent Identification,Global Approach

Through a historical and comparative analysis of international education policy development in Canada and the U.S., this paper will map the similarities and differences in the two countries. It will highlight the contributions and challenges of the government's involvement in international education (IE) in the two federal states and in particular, explore the implications of the changing contexts, rationales and approaches for international education to the federal role in higher education. It will conclude with observations on the differential impact of the federal government's role in international/higher education on the higher education systems of the two countries and thus contribute to our understanding of how national specificities and characteristics outweigh the commonly stated policy rationales, approaches and outcomes for international education. [A bibliography is included.]