ethanporcaro/eric-fulltext-meta huggingface dataset:
Partnering with School Social Workers to Expand Local Homeless Liaison Capacity and Provide Wraparound Services under the American Rescue Plan Homeless Children and Youth Program. A Brief for Local Liaisons, School Social Workers, and School Administrators
Author: National Center for Homeless Education (NCHE)
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: School Social Workers,Homeless People,Federal Aid,Emergency Programs,COVID-19,Pandemics,State Departments of Education,School Districts,Capacity Building,School Community Relationship,Role,Services,Partnerships in Education,Community Programs,Access to Health Care,Intervention,Access to Education,Resources,Federal Legislation,Student Needs

The ARP Homeless Children and Youth (ARP-HCY) program focuses on increasing state educational agencies' (SEAs) and local educational agencies' (LEAs) capacity to provide wraparound services by hiring staff, dedicating resources, and planning partnerships with community-based organizations (CBOs). This brief: (1) summarizes the role and expertise of school social workers; (2) describes ways that school social workers can build local homeless liaisons' capacity to provide wraparound services for children and youth experiencing homelessness; and (3) includes strategies for and examples of successful partnerships between school social workers and local liaisons, as well as between school social workers and community-based organizations.
The Level of Effectivity of Micromanagement among the Teachers and Middle Managers in the Basic Education
Author: Ramos, Bethel F.
Date: 2023-00-00
Type: Journal Articles
Subjects: General Education,Kindergarten,Elementary Secondary Education,Educational Administration,Middle Management,Leadership Styles,Barriers,Creativity,Teacher Administrator Relationship,Work Environment,Teacher Attitudes,Job Satisfaction,Correlation,Administrator Attitudes,Compliance (Psychology),Authoritarianism,Productivity,Profiles,Teacher Competencies,Teacher Morale,Administrator Characteristics,Likert Scales,Foreign Countries

Proper management is vital in the achievement of an organization's vision and sustainability. Several researches have shown that one management style, micromanagement, has been receiving particular attention in the corporate world due to its notoriety. Micromanagement tends to control the employees in almost all aspects; igniting employee frustration which leads to adverse effect in the company by and large. Results of micromanagement include suppressed creativity, low morale of employees and an increase in employee turnover. However, some authors argue the significance of micromanagement in specific circumstances. Thus, this study is aimed at identifying the level of effectivity of micromanagement as it relates to teachers and middle managers in the academic sector in terms of the following: compliance, productivity, competence, and job satisfaction. The study used descriptive correlational design. The researcher employed a complete census of the respondents. These are teachers and middle managers in the Basic Education Department who are from the kindergarten, elementary, junior high school and senior high school levels, with 48 teachers and 12 middle managers respectively. Findings of the study signify that micromanagement is effective in promoting compliance and productivity, moderately effective in terms of competence, and slightly ineffective when it comes to job satisfaction. Furthermore, the study also yielded no significant difference when the respondents are grouped according to profile. Similarly, there is no significant difference between the teachers and middle managers on the level of effectivity of micromanagement on this basis, it is recommended that middle managers must reconcile the use of micromanagement to uphold compliance and productivity without neglecting the teachers' competence and job satisfaction.
ADL Enterprise Learner Record Repository System Architecture Report
Author: Flamer, Eric
Date: 2021-10-21
Type: Reports - Descriptive
Subjects: Training,Government Employees,Military Personnel,Management Systems,Electronic Learning,Distance Education,Computer System Design,Computer Security,Data,Student Records

The Enterprise Learner Record Repository (ELRR) System Architecture Report (SAR) outlines the ELRR solution architecture by describing the specification and deployment of hardware and software, interfaces, and port/protocol usage. This report focuses on the standards, specifications, services, and systems necessary to enable individual DoD organizations to contribute their local, authoritative learning records to an enterprise aggregation of these local, authoritative training records, using a growing number of supporting data services (e.g., course information, identity management, competency data) to federate a learner's portfolio of records into an ELRR capability. The intended audiences for this document are developers or engineers who are familiar with TLA standards and core cloud computing principles.
Total Learning Architecture (TLA) Data Pillars and Their Applicability to Adaptive Instructional Systems
Author: Smith, Brent
Date: 2021-02-22
Type: Reports - Descriptive
Subjects: Learning Analytics,Computer Software,Metadata,Learning Activities,Standards,Data Analysis,Fidelity,Definitions,Performance Based Assessment,Open Educational Resources,Teaching Methods,Instructional Materials,Student Records,Credentials,Career Development,Information Systems,Models,Armed Forces,Public Agencies,Learning Management Systems

Since 2016, the Advanced Distributed Learning (ADL) Initiative has been developing the Total Learning Architecture (TLA), a 4-pillar data strategy for managing lifelong learning. Each pillar describes a type of learning-related data that needs to be captured, managed, and shared across an organization. Each data pillar is built on a set of international data standards that combine to increase the granularity and fidelity of learner data. Reusable Competency Definitions (IEEE 1484.20.1 RCD) are used to describe the Knowledge, Skills, Abilities, and Other behaviors (KSAOs) that are required in the workplace (e.g., the operational environment). Learning Activity Metadata (IEEE P2881 Learning Activity Metadata) is used to describe the various learning resources an organization uses to train and educate its people. The Experience API (IEEE 9274.1 xAPI) is used to track and manage learner performance both inside and outside a learning activity. An Enterprise Learner Record, currently an IEEE study group, is used to track and manage each learner's level of competency within the organization. Together, this data enables a ledger of learner performance that ties all learning activities that a learner completes to competencies, credentials, and ultimately to the different career trajectories that a learner may pursue. The TLA data strategy includes linkages across the different standards listed above and collectively provide a data foundation for adaptive systems to build upon. This paper and discussion will walk viewers through the different data models that are being used to drive development of these standards.
Question: What Are the Performance Results for AISD Former ELL Students on TAKS Mathematics, Reading, Social Studies, Science, and Writing in Spring 2008 Compared with Those of General Education Students (Non-ELLs)? DPE Publication No. 08.17
Author: Herrera, Angelica Ware
Date: 2009-01-16
Type: Reports - Evaluative
Subjects: Elementary School Students,Secondary School Students,English Language Learners,Academic Achievement,Control Groups,Mathematics Achievement,Reading Achievement,Social Studies,Science Achievement,Writing Achievement,Standardized Tests,Scores

At the elementary grade level, former English language learner (ELL) students' TAKS passing rates in mathematics, reading/ELA, and writing significantly exceeded the TAKS passing rates of non-ELL students. At the secondary level, former ELL students' passing rates on TAKS mathematics, social studies, and science were significantly lower than the passing rates of non-ELL students.
Rajah&apos;s Quest: A Gamified Offline Assessment of Least Learned Competency in English 8 in the Post-Pandemic Pedagogy
Author: Souribio, Christine N.
Date: 2023-02-00
Type: Reports - Research
Subjects: Problem Solving,Game Based Learning,High School Students,Language Tests,Language Proficiency,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Scores,Program Effectiveness,Action Research,Correlation,Pretests Posttests,Intervention,Instructional Innovation,COVID-19,Pandemics,Student Attitudes,Test Format,Foreign Countries,Distance Education,Electronic Learning

&quot;Gamification is the process of using game thinking and game dynamics to engage audiences and solve problems&quot;, Zichermann (2011). The aim of this research is to facilitate the least-learned competencies in the English subject of students of Grade 8 in Tupi National High School for the academic year 2022-2023. With this, the researcher addressed the gap that had been created on the post-pandemic year through an assessment using a supplementary program which was later tested through a competency-based test (pre-test and post-test) evaluation for its effectivity. A gamified supplementary program was created and utilized by the students in Grade 8 SPED sections. To test the effectivity of the program, the researcher made an experiment with two sets of groups: control group (traditional teaching) and experimental group (traditional with GASP). After conducting the experiment for the supplementary program, a two-sample t-test was performed to compare the scores result between the students' competency-based test. The result of the control group; pretest [mu]=25.74, which is interpreted as learned (see Appendix B), and post-test [mu]=33.32, interpreted as highly learned. While the experimental group pretest [mu]=29.74, also interpreted as learned, and post-test [mu]=50.93, which is interpreted as highly learned. Hence, the result shows that the mean of pretest in both groups showed that there is slight rise of level after the conduct of posttest in each group.
An Application of the Learning Science Evaluation Checklist: Use Case Report. Science of Learning and Readiness (SoLaR)
Author: Craig, Scotty D.
Date: 2021-05-27
Type: Reports - Research
Subjects: Science Education,Learning Readiness,Evidence Based Practice,Check Lists,Decision Making,Online Courses,Teaching Methods,Evaluation Methods,Best Practices,Public Agencies,Armed Forces,Military Training,Graduate Students,Course Descriptions,Expertise,Course Evaluation,Organizational Change,Trust (Psychology),Teacher Student Relationship,Student Attitudes,Academic Support Services,Social Support Groups,Rating Scales,Program Administration,Metacognition,Learning Analytics,Scaffolding (Teaching Technique),Computer Networks,Information Technology,Technology Integration,Program Evaluation

The dynamic and high-stakes nature of education and training requires reliance on evidence-based practices and policies to make decisions about technology adoption and implementation. In the report, &quot;Science of Learning and Readiness (SoLaR) Recommendation Report: Science of Learning Practices for Distributed Online Environments&quot; (ED612458) provided 16 recommendations for supporting distributed learning along with a learning science evaluation checklist. While that report provided all the tools needed for expert evaluation of learning organizations and courses, it did not provide a practical example of how the checklist can be used. It also did not provide evidence of the type of data that can be obtained in the form of real use cases. This current report provides this evidence by successfully evaluating two DoD training and educational organizations using the proposed Learning Science Checklist. It also provides a summary of how the checklist was implemented and the results of the use case evaluations. This work was conducted to support the greater impact of the learning sciences on readiness. This evaluation provided a concrete operationalization of the review process needed to assess the previous recommendations. The two use case evaluations covered in this report are a test of the recommendation's ability to provide successful application within existing DoD-relevant training and educational organizations. This use case report serves as an example of how the Learning Science Evaluation Checklist could be applied to provide useful and actionable recommendations for improving these recommendations. [This report was produced by the Advanced Distributed Learning Partnership Laboratory at Arizona State University.]
An Overview of Dyslexia: Some Key Issues and Its Effects on Learning Mathematics
Author: Kunwar, Rajendra
Date: 2022-00-00
Type: Journal Articles
Subjects: Dyslexia,Intervention,Mathematics Instruction,Learning Processes,Definitions,Secondary School Students,Identification,Symptoms (Individual Disorders),Response to Intervention,Individualized Instruction,Multisensory Learning,Sequential Approach,Inclusion,Mathematics Anxiety,Self Esteem,Cognitive Ability

Dyslexia is a specific learning disability caused by a neurological problem. It is a worldwide problem with a prevalence of 5-10% of the population. It is described mainly by difficulties in reading, spelling, accuracy, fluency, and decoding abilities. This article is chiefly concerned to provide an overview of dyslexia, some key issues based on identification, intervention, and support for dyslexic learners, and its effects on learning mathematics. The common characteristics of dyslexic learners vary from person to person. The context of the learner, availability of the resources, and teaching strategy also impact an individual to develop dyslexia. The dyslexic learner can be identified in various ways however the four levels of the sequential model are discussed to identify the dyslexic learner. Only two intervention methods as a response to intervention and the Orton-Gillingham method are discussed. Similarly, different ways of supporting dyslexic learners and the effects of dyslexia in learning mathematics are also discussed.
Tribal Education Status Report, School Year 2021-2022
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2022-11-15
Type: Reports - Evaluative
Subjects: American Indian Education,American Indian Students,Public Schools,Charter Schools,School Districts,Ethnicity,Reading Achievement,Mathematics Achievement,Science Achievement,Instructional Program Divisions,Socioeconomic Status,Gender Differences,Students with Disabilities,Low Income Students,Graduation Rate,Attendance,Dropout Prevention,Intervention,School Safety,Parent Participation,Community Involvement,Programs,Educational Finance,Financial Support,Budgets,Income,Tribes,Public Policy,Educational Policy,Advisory Committees,School Schedules,Culturally Relevant Education,Research,Native Language Instruction,Bilingual Education,Educational Legislation,Federal Legislation

In compliance with the Indian Education Act (NMSA1976 Section 22), the purpose of this Tribal Education Status Report (TESR) is to inform stakeholders of the New Mexico Public Education Department's (NMPED) and Local Education Agency's (LEAs) current initiatives specific to American Indian (AI) students and their educational progress. This report examines both the current conditions and recent trends in the education of New Mexico's American Indian students and provides action steps to strengthen existing programs or propose new activities to yield a positive outcome for American Indian students. Of the 89 public school districts, 57 state charter schools, and 48 local charter schools in New Mexico, 23 public school districts and 10 charter schools (five state and five local) are located on or near tribal land and required to complete an annual TESR. Twenty-two districts and four charters submitted a TESR that supports the following sections: school safety, parent and community involvement, education programs (focusing on tribal students and incorporating Indigenous research, evaluation, and curricula), and access to native languages, the data collected include attendance, dropout rates, and graduation rates. The NMPED is committed to providing guidance and support to Tribes and school districts to foster partnerships, to reach the growth outcomes, and set out for AI students within the New Mexico's Every Student Succeeds Act Plan. [For the 2020-2021 report, see ED619539.]
State-Tribal Collaboration Act Report, 2021
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: American Indian Education,Public Education,Tribes,Educational Legislation,Federal Legislation,State Legislation,Elementary Secondary Education,Educational Cooperation,Agency Cooperation,Program Development,Program Implementation,Cultural Awareness,American Indian Students,Alaska Natives,Educational Finance,COVID-19,Pandemics

The State-Tribal Collaboration Act (STCA) incorporates the intergovernmental relationship through several interdependent components and provides a basis in which the New Mexico Public Education Department (NMPED) and New Mexico's tribes, nations, and pueblos work together to improve collaboration and communicate on educational issues of mutual concern. Approximately 37,899 Native American students were enrolled in public schools throughout the state of New Mexico and approximately 1,133 Native American students were enrolled in state charters for School Year 2020-2021. This annual report is divided into the following sections: (1) Executive Summary; (2) Agency Overview and Background; (3) Development &amp; Implementation Programs for American Indians/Alaskan Natives; (4) 2020 State Tribal Leader Summit; (5) Description of Current &amp; Planned Programs and Services Provided, Including Funding Amounts; (6) Collaboration and Communication; (7) COVID-19 Pandemic and the New Mexico Public Education Department Response to Tribes and Other Stakeholders; and (8) Organizational Chart. [For the 2020 report, see ED609308.]
Lithuanian: The Lithuanian Language in Education in Poland, 2nd Edition. Regional Dossier Series
Author: Niewulis-Grablunas, Jowita
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Indo European Languages,Polish,Language of Instruction,Language Minorities,Native Language,Second Language Learning,Second Language Instruction,Native Language Instruction,Foreign Countries,Municipalities,Elementary Secondary Education,Preschool Education,Vocational Education,Higher Education,Adult Education,Governance,Language Usage,Bilingual Education,Instructional Materials

This regional dossier aims to provide concise descriptions and basic statistics about minority language education in a specific region of Europe. Lithuanian is a Baltic language that belongs to the Indo-European family. Most of the Lithuanian-speaking minority in Poland is confined to three municipalities near the Polish-Lithuanian border. Dispersed groups of Lithuanians also inhabit a neighbouring province and urban agglomerations throughout the country. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research into education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier. [The first edition of this Regional Dossier was published in 2005.]
Leveraging Professor-Student Partnerships for Post-Pandemic Teaching and Learning
Author: Loepp, Eric
Date: 2023-00-00
Type: Reports - Research
Subjects: Teacher Student Relationship,Student Experience,Student Satisfaction,Learner Engagement,Academic Achievement,Electronic Learning,COVID-19,Pandemics,Adjustment (to Environment),Educational Environment,Professional Development,Educational Technology,Technology Uses in Education,Teaching Methods,College Students,College Faculty,Partnerships in Education

In January 2021, Eric Loepp, a faculty member in the department of political science at the University of Wisconsin-Whitewater, and Will Hinz, a member of the student government, administered a survey to students in order to answer big questions surrounding higher education during the fall 2020 semester. Like other institutions, theirs was working through ideas about what a post-pandemic educational experience should look like. Indeed, this is fundamentally what motivated this project: the desire to help their institution navigate what the near-future of pandemic/post-pandemic education should look like to best serve our students, instructors, and programs. Specifically, the following key questions guided this study: (1) How did the student experience differ across modalities in terms of satisfaction, engagement, and performance?; (2) How successful were we as students and instructors adapting conventionally face-to-face activities--like group work and certain types of assessments--into purely online activities?; (3) How can we best promote learning in a largely or exclusively online environment moving forward (e.g., investing in professional development for instructors vs. non-academic support centers vs. technical training)?; (4) Can we gain systemic insight into pandemic-specific questions--like why students do or do not use webcams--for which most of our current understanding is principally anecdotal?; and (5) Ultimately, as we emerge from the pandemic, what aspects of teaching in 2020 and 2021 should we retain, reject, or revise?
Full Funding of Special Education
Author: Kansas Association of School Boards (KASB)
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Special Education,Financial Support,Students with Disabilities,State Aid,School Districts,Resource Allocation,Enrollment Trends,School Personnel,Costs,Federal Aid,Expenditures,Parent Role,State Policy,Disability Identification,Student Needs,Federal Legislation,Educational Legislation,Equal Education

Kansas ranks in the top 10 states for graduation rates among students with disabilities. In fact, special education graduation rates in Kansas have improved more than overall graduation rates. And noted earlier in this report, test scores among special education students in Kansas declined just 1% during the pandemic, well below the test score declines among regular education students during the same time period. However, special education state aid is not keeping pace with the cost of providing the services required by federal and state law. School districts must provide these services, regardless of funding provided, forcing districts to shift funding away from general education programs. In 2022, school districts received $163 million less state special education aid than they are supposed to get under state law. This report outlines the full funding of special education in Kansas.