ethanporcaro/eric-fulltext-meta huggingface dataset:
State Knowledge Utilization Strategies: Washington
Author: Long, Tracy
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Data Use,Special Education,Emergent Literacy,Students with Disabilities,Primary Education,Student Evaluation,Individualized Education Programs,Educational Improvement,Improvement Programs,Progress Monitoring,Compliance (Legal),Kindergarten,Young Children,Educational Strategies

The ability to significantly increase and sustain gains in early literacy for students with disabilities and a desire to bridge the gap between compliance and results-driven accountability (RDA) led Washington State to innovate a solution. This state spotlight will focus on Washington's improvement strategy to address this early literacy challenge using the state's Office of Superintendent of Public Instruction (OSPI) Special Education Consistency Index (SECI). The foundation of the SECI is to measure whether certain requirements--namely, student evaluation, quality of Individualized Education Programs (IEPs), and the special education services provided--correlate to improved student outcomes. This SECI data allows schools to measure the degree to which compliance with IDEA requirements for evaluation, IEP development, and service provisions is attained and how it relates to student achievement. It is based on the hypothesis that greater compliance with the requirements most closely related to educational results will lead to improved outcomes. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Kathleen Pfannenstiel and Kristin Ruedel.]
State Data Use Strategies: Tennessee
Author: Bailey, Tessie
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Data Use,Outcome Measures,Educational Improvement,Alternative Assessment,Disclosure,Special Education,Progress Monitoring,Educational Strategies

The Tennessee Department of Education faced significant challenges in evaluating and reporting the effects of its first year of State Systemic Improvement Plan (SSIP) implementation when its state test data became unavailable. This NCSI state spotlight presents how Tennessee selected one of two options to address the challenge. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Rachel Wilkinson.]
Data Interpretation Guide on Making School Climate Improvements. School Climate Improvement Resource Package
Author: National Center on Safe Supportive Learning Environments (NCSSLE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,School Culture,Student Attitudes,Teacher Attitudes,Parent Attitudes,School Personnel,Attitudes,Improvement,Cultural Awareness,Interpersonal Relationship,Participation,School Safety,Bullying,Substance Abuse,Emergency Programs,Health,Discipline,Student Needs

This document contains detailed information and resources to help you interpret and use results from your school climate surveys. Measuring and understanding how students, staff, and parents/guardians perceive the climate in their schools are key steps in making wise decisions on how to use resources to focus on areas in need of improvement. [For the complete resource package, &quot;Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017,&quot; see ED578926.]
Water Systems Understandings: A Framework for Designing Instruction and Considering What Learners Know about Water
Author: Sadler, Troy D.
Date: 2016-00-00
Type: Reports - Research
Subjects: Water,Knowledge Level,Misconceptions,Elementary Secondary Education,Curriculum,Middle School Students,Social Influences,Ecology,Environmental Education,Teaching Methods,Course Content,Science Education

Water is critical to the existence of Earth in its current form; therefore, it stands to reason that a student's science education experiences ought to support the development of increasingly sophisticated ideas about water in socio-ecological systems. Despite the significance of water, it has tended not to receive systematic treatment in the science curriculum. A framework is advanced to help educators and curriculum developers conceptualize water systems in the science curriculum. The framework is composed of physical dimensions of water systems and aspects of water systems understandings. This framework can be used to plan for curriculum, instruction, and assessment; it can also be used to organize a review of existing research on student ideas about water and associated misconceptions. Misconceptions that have been documented regarding the various physical dimensions of water systems (surface water, groundwater, atmospheric water, water in biotic systems, and water in engineered systems) are discussed. [This is the online version of an article published in &quot;WIREs Water.&quot;]
The Effects of Accountability Incentives in Early Childhood Education
Author: Bassok, Daphna
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Accountability,Educational Quality,Incentives,Educational Improvement,Program Effectiveness,Declining Enrollment,Achievement Rating

In an effort to enhance the quality of early childhood education (ECE) at scale, nearly all U.S. states have recently adopted Quality Rating and Improvement Systems (QRIS). These accountability systems give providers and parents information about program quality and create both reputational and financial incentives for program improvement. However, we know little about whether these accountability reforms operate as theorized. This study provides the first empirical evidence on this question using data from North Carolina, a state with a mature QRIS. Using a regression discontinuity design, we examine how assignment to a lower quality rating influenced subsequent outcomes of ECE programs. We find that programs responded to a lower quality rating with comparative performance gains, including improvement on a multi-faceted measure of classroom quality. Programs assigned to a lower star rating also experienced enrollment declines, which is consistent with the hypothesis that parents responded to information about program quality by selectively enrolling away from programs with lower ratings. These effects were concentrated among programs that faced higher levels of competition from nearby providers. [This article was published in &quot;Journal of Policy Analysis and Management&quot; (EJ1227254).]
Promoting Content-Enriched Alignment across the Early Grades: A Study of Policies &amp; Practices in the Boston Public Schools
Author: McCormick, Meghan P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Public Schools,Preschool Education,Early Childhood Education,Alignment (Education),Educational Policy,Educational Practices,Curriculum,Faculty Development,Program Implementation,Models,Barriers,Financial Support,Early Childhood Teachers,Preschool Teachers,Curriculum Implementation,Teacher Collaboration,Fidelity,Institutional Characteristics,Kindergarten,Grade 1,Grade 2,Leadership Responsibility,School Districts,Evidence Based Practice,Human Capital,Coaching (Performance),Teacher Attitudes,Administrator Attitudes,Institutional Autonomy

As states and districts expand access to publicly funded PreK programs, researchers and policymakers have been grappling with experimental evidence demonstrating that the benefits of PreK on academic skills are not likely to last into early elementary school. A leading hypothesis to explain this phenomenon is that PreK and the elementary grades are not aligned with respect to content and mode of instruction. The Boston Public Schools Department of Early Childhood has begun to implement an aligned curriculum and professional development model called &quot;Focus on Early Learning&quot; to address this issue. The current study describes the components of this aligned model, identifies the facilitators and barriers to implementation, and examines the extent to which the model has been implemented to date. Findings demonstrate that a critical component of &quot;Focus on Early Learning&quot; is a combination of aligned structures and rich instructional content. A number of structural and process factors have facilitated implementation, but the district has also faced barriers, including funding and the challenge of creating a culture that supports alignment. Although survey and observational data suggest that PreK and kindergarten teachers are implementing the curriculum at moderate levels, there was significant variation in implementation across the study sample. In addition, teachers were less likely to receive professional development to support implementation. Although teachers generally supported the idea of aligning instruction across grades, they were less likely to engage in specific activities to do so, such as having common planning meetings with teachers across grades. Implications are discussed. [This is the in press version of an article published in &quot;Early Childhood Research Quarterly.&quot;]
Predicting Success on High-Stakes Math Tests from Preschool Math Measures among Children from Low-Income Homes
Author: Fyfe, Emily R.
Date: 2019-00-00
Type: Reports - Research
Subjects: Grade 4,Grade 5,Grade 6,Elementary School Students,Longitudinal Studies,Low Income,High Stakes Tests,Predictor Variables,State Standards,Mathematics Tests,Mathematics Achievement,Mathematical Concepts,Pattern Recognition,Prior Learning,Computation

State mandated tests have taken center stage for assessing student learning and for holding teachers and students accountable for achieving adequate progress. What types of early knowledge predict performance on these tests, especially among low-income children who are at risk for poor performance? We report on a longitudinal study of 519 low-income American children from ages 5-12 with a focus on mathematics performance. We found that nonsymbolic quantity knowledge and repeating patterning knowledge at the end of preschool were reliable predictors of performance on standards-based high-stakes tests across three different grade levels (4th-6th grade), over and above other math and academic skills. Further, these effects of preschool math knowledge were partially mediated through symbolic mapping and calculation knowledge at the end of first grade. These findings suggest that nonsymbolic quantity knowledge and repeating patterning knowledge prior to formal schooling are valuable indicators of low-income children's performance on high-stakes state math tests in the middle grades. [The paper was published in &quot;Journal of Educational Psychology&quot; v111 n3 p402-413 2019.]
From the Perspective of Preservice Teachers, the Accomplishment Levels of Primary School Teachers&apos; Effective Teacher Attitudes in Science Lessons
Author: Ucak, Esra
Date: 2015-07-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Learning Processes,Elementary School Students,Science Instruction,Teaching Methods,Teacher Student Relationship,Educational Objectives,Student Interests,Time Factors (Learning),Classroom Communication,Teaching Skills,Error Patterns,Foreign Countries

The aim of this study is to determine to what extent the Primary School Teachers can accomplish the effective teacher attitudes in science lessons. In this context, the observations of 83 primary school preservice teachers, who studied teaching practice course, have been used. In order to determine the accomplishment levels of primary school teachers' effective teacher attitudes in science lessons, the preservice teachers have been asked to observe the primary school teachers in the schools they attend for the practice lessons and the accomplishment levels of science education teachers' effective teacher attitudes has been determined via an observation form including 25 questions in total. Descriptive-survey research has been used in the study and the data have been analyzed through frequency and percentage. When the findings of the study have been evaluated in terms of the preservice teachers' observations, it has been concluded that the teachers prepare the setting for the active participation of all the students in the lesson and they are tolerant for the mistakes the students make during the learning process. However, it has also been concluded that the teachers do not state the objectives of the lesson clearly and definitely, they do not take the interest levels of the students into consideration and they do not spare enough time for the students to think about the answers after they ask the questions.
The Effect of the Computer Game Developed for the 7th Grade Science Lesson, on Students&apos; Self-Efficacy toward Science
Author: Say, Serkan
Date: 2015-07-00
Type: Journal Articles
Subjects: Computer Games,Grade 7,Science Instruction,Self Efficacy,Educational Games,Teaching Methods,Educational Technology,Technology Uses in Education,Foreign Countries,Instructional Effectiveness

Human being starts learning about life via games. Therefore games have always maintained their importance and have always been interesting since the beginning of the human life. Games are being moved from streets to virtual platforms today as information Technologies are considerably progressing. And because of that, computer games are one of the entertainments for people today, especially for the children of school age. Analysing the literature, we find the computer games to have many positive effects on children's performance at school. In this research, the effect of the computer game developed for the 7th grade science lesson, on student's self-efficacy toward science is studied. Quasi-experimental design is used as the quantitative research method. The study group consists of 444 7th grade students in total attending to 7 different schools chosen from 7 different regions in Turkey. In this context, while there has not been any interference to the students attending to one of the 7th grade classrooms chosen from each school, the other students are provided with the computer game which is developed in the context of the application as an additional exercise. Seven experimental groups and seven control groups were chosen from each region in total one of which is the control group and the other is experimental group. &quot;Science Self-Efficacy Scale&quot; was drawn on as the data collection tool. The scale was applied two times in total, the first of which was before the application and the second after the application. As the result of the study, the developed computer game is determined to be an effective material in increasing the students' self-efficacy toward Science. In addition, It is concluded that there are regional differences regarding the students' self efficacy.
Time Well Spent: Home Learning Activities and Gains in Children&apos;s Academic Skills in the Prekindergarten Year
Author: McCormick, Meghan P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Learning Activities,Family Environment,Mathematics Skills,Prediction,Parent Background,Educational Attainment,Intervention,Parent Child Relationship,Preschool Children,Language Skills,Skill Development,Child Development,Achievement Gains,Correlation

Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement -- sometimes targeted to families with low levels of education -- have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequency with which parents (N = 307) engaged in unconstrained and constrained language/literacy and math activities at home. Unconstrained language activities predicted gains in children's language skills, and unconstrained math activities were associated with gains in math skills. Both associations were larger for families with lower versus higher levels of parental education. Engagement in constrained activities did not predict gains in skills. Implications for practice and research are discussed. [This paper will be published in &quot;Developmental Psychology.&quot;]
A Computer Game Implementation: Individually or in a Group
Author: Say, Serkan
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Games,Educational Games,Middle School Students,Grade 8,Experimental Groups,Control Groups,Science Achievement,Science Education,Cooperative Learning,Achievement Tests,Outcomes of Education,Play,Learning Activities

In this research, the effect of playing a computer game individually or in a group on students' academic achievements was investigated. In addition, it was determined that whether students gender significantly differ or not according to playing the computer game individually or in a group. In this study, among the experimental research designs, Solomon research model was used. In the study carried out in the first semester of 2014-2015 academic year at a public school, a total of 90 students took part as 2 experimental (n=45) -- 2 control groups (n=45). A science computer game that was played on the internet. Students in experimental groups played the science game as three people in groups in addition to science lessons. Students in control groups played the game on computer individually. The implementation process lasted 16 weeks. For the analysis of &quot;Academic Achievement Test&quot; ANOVA was used. When the findings from the study were evaluated, a significant difference was determined between students who played the game individually or in a group, in favour of students who played the computer game in a group. As the findings were assessed in terms of gender, there was no significant difference between female and male students in terms of playing the computer game in a group or individually.
The Effect of Instruction with Augmented Reality Astronomy Cards on 7th Grade Students&apos; Attitudes towards Astronomy and Academic Achievement
Author: Say, Serkan
Date: 2017-12-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Astronomy,Science Instruction,Teaching Methods,Computer Simulation,Educational Technology,Educational Media,Instructional Effectiveness,Foreign Countries,Student Attitudes,Scientific Attitudes,Science Achievement,Science Tests,Achievement Tests

In this study, it was tried to investigate the effect of the augmented reality cards on teaching. For this purpose, the effect of the reality cards designed for astronomy subjects on students' attitudes towards astronomy, the effect on academic achievement and the opinions of students about reality cards were evaluated. Mixed method was used as research method in the study which quantitative and qualitative data were collected together. The study group consisted of 53 students studying in the seventh grade of a state school located in Erdemli district of Mersin province. Within this scope, a branch in the school was defined as experimental group including 26 students, and another branch as control group including 27 students. During the &quot;Solar System and Beyond&quot; unit, the subject was taught with augmented reality cards in the experimental group, while the control group was not intervened. The implementation continued throughout the unit. Attitudes towards astronomy scale and achievement test were applied as pre-test and post-test before and after implementation. In addition, open-ended interviews were held with two lower, middle and upper level students in the experimental group in terms of academic achievement. As a result of the analyzes, it was seen that both groups showed a positive change in their attitudes towards astronomy and an increase in the academic achievement on astronomy when the groups were examined within themselves. When the groups were compared, statistically significant difference was found in favor of the experimental group in both attitude and academic achievement. As a result of the interviews conducted with the students, the results revealed that they liked the augmented reality cards very much, could not really distinguish the images from the real objects, as if the planets were indeed in their classes and they learned much more easily.
Investigation of the Factors Influencing Teaching Profession Choices of Pedagogical Formation Trainees
Author: Pan, Volkan
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Career Choice,Teaching (Occupation),Motivation,Gender Differences,Age Differences,Influences

This study aims to investigate the factors influencing teaching profession choices of pedagogical formation trainees. Survey model was used in the study in which quantitative and qualitative data were collected, aiming to describe any situation as either are in the past or present. The study group of the research consists of 420 teacher candidates trained in Pedagogical Formation at Mersin University Faculty of Education in 2016-2017 academic year. In the research &quot;Personal Information Form&quot; which aims to reveal the personal characteristics of the teacher candidates developed by the researchers and &quot;Motivations For Teaching Scale&quot; developed by Watt &amp; Richardson (2007) and adapted to Turkish by Eren &amp; Tezel (2010) has been used as a quantitative data collection tool. The open-ended questionnaire developed by the researchers was used as a qualitative data collection tool. The general results of the study show that the teaching profession is preferred because of intrinsic, extrinsic and altruistic motivational reasons. Some situations in which internal causes are more effective, such as the reasonable workload, the duration of a vacation, satisfactory fees; gender is not a significant variable; the variation of age group and department make a difference in the individuals' motivation to teach are the main findings of the research. From this point forth, it can be referred that the reason for choosing the teaching profession is multidimensional. The results of the study reveal that pedagogical formation trainees have similar reasons for career choice as teacher candidates in teacher training institutions. In this sense, it is considered that there is a need to determine the implementations that can be made for the teaching profession choices of pedagogical formation trainees and to examine the effectiveness of these implementations.
My Brother&apos;s Keeper? The Impact of Targeted Educational Supports. CEPA Working Paper No. 19-07
Author: Dee, Thomas S.
Date: 2019-10-00
Type: Reports - Research
Subjects: Minority Group Students,African American Students,Males,African American Teachers,Culturally Relevant Education,Academic Support Services,Student Needs,Program Effectiveness,Dropout Prevention,Females,High School Students,Gender Differences,Student Development,Graduation Rate

The My Brother's Keeper (MBK) Challenge developed by President Obama supports communities that promote civic initiatives designed to improve the educational and economic opportunities specifically for young men of color. In Oakland, California, the MBK educational initiative features the African American Male Achievement (AAMA) program. The AAMA focuses on regularly scheduled classes exclusively for Black, male students and taught by Black, male teachers who focus on social-emotional training, African-American history, culturally relevant pedagogy, and academic supports. In this study, we present quasi-experimental evidence on the dropout effects of the AAMA by leveraging its staggered scale-up across high schools in the Oakland Unified School District (OUSD). We find that AAMA availability led to a significant reduction in the number of Black males who dropped out as well as smaller reductions among Black females, particularly in 9th grade. [Additional funding was provided by the Mindset Scholars Network.]