ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Reading Apprenticeship&quot;®. Intervention Report. English Language Arts Topic Area. WWC 2023-003
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Evidence Based Practice,Standards,Instructional Effectiveness,Intervention,Reading Instruction,Reading Teachers,Reading Programs,Instructional Improvement,Social Emotional Learning,Faculty Development,Teaching Methods,Academic Achievement,Reading Comprehension,English Instruction,Language Arts

Students need strong literacy skills to succeed in core academic subjects--English, mathematics, science, and social studies--and to be prepared for college and careers. &quot;Reading Apprenticeship&quot;® is a professional development program that aims to help teachers improve their students' literacy skills. The program also aims to improve student social-emotional learning outcomes such as belonging, social awareness, growth mindset, and self-efficacy. &quot;Reading Apprenticeship&quot;® trains teachers to model reading comprehension strategies and help students practice these strategies in their classrooms. This What Works Clearinghouse (WWC) intervention report summarizes the available evidence on the effects of &quot;Reading Apprenticeship&quot;® on student achievement outcomes in middle and high school. The WWC identified nine studies that investigated the effectiveness of &quot;Reading Apprenticeship&quot;®, with five studies meeting WWC standards. Findings from all five studies meeting WWC standards suggest that &quot;Reading Apprenticeship&quot;® had potentially positive effects on science achievement and grade point average and uncertain effects on achievement in life sciences, social studies, literacy, reading comprehension, vocabulary, and mathematics. [For the Intervention Brief, see ED625921.]
Enhancing Higher Institution Students&apos; Language Learning Involvement through E-Learning
Author: Daniel, Stephanie Larry
Date: 2022-12-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Private Colleges,Online Courses,Instructional Effectiveness,Learner Engagement,Electronic Learning,Computer Assisted Instruction,Technological Literacy,Teacher Student Relationship,Student Motivation,Student Attitudes,Second Language Learning,Interaction

The widespread use of technology has accelerated many changes in the education sector including higher education. The Internet has made online learning feasible, and many researchers and educators are interested and took part in online learning to enhance and improve student language learning involvement while combating the reduction in resources. It is imperative that researchers and educators consider the effectiveness of language online learning compared to traditional face-to-face format and the factors that influence the effectiveness of online courses. Using a qualitative content analysis approach, in-depth interviews had been conducted with twenty (20) undergraduate students of a private university in Sibu, Malaysia, who had undertaken online courses. The study is aimed at understanding the learning effectiveness for online language courses and to identify multiple factors that contribute to the students' involvement in online learning. Based on the findings, the researcher considered that effective online instruction is dependent upon: (1) well-prepared online learning tools; (2) students and instructors' proficiency in technology practices; (3) motivated interaction between the instructors and learners; and (4) well-prepared and fully-supported instructors. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance schools, institutions, and universities success in transitioning to teach online. [Financial support for this research was provided under Fundamental Research Grant Scheme (FRGS) offered by University of Technology Sarawak.]
&quot;Reading Apprenticeship&quot;®. Intervention Brief. English Language Arts Topic Area. WWC 2023-003
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Instructional Effectiveness,Reading Instruction,Evidence Based Practice,Standards,Reading Comprehension,Social Emotional Learning,Academic Achievement,Reading Programs,Reading Teachers,Program Implementation,Intervention,Faculty Development,Teaching Methods

Students need strong literacy skills to succeed in core academic subjects--English, mathematics, science, and social studies--and to be prepared for college and careers. &quot;Reading Apprenticeship&quot;® is a professional development program that aims to help teachers improve their students' literacy skills. The program also aims to improve student social-emotional learning outcomes such as belonging, social awareness, growth mindset, and self-efficacy. &quot;Reading Apprenticeship&quot;® trains teachers to model reading comprehension strategies and help students practice these strategies in their classrooms. This Intervention Brief provides an overview of the full Intervention Report, which summarizes the available evidence on the effects of &quot;Reading Apprenticeship&quot;® on student achievement outcomes in middle and high school. There is moderate evidence that &quot;Reading Apprenticeship&quot;® positively impacted student science achievement and grade point average. [For the Intervention Report, see ED625919.]
&quot;I Don&apos;t Think the System Will Ever Be the Same&quot;: Distance Education Leaders&apos; Predictions and Recommendations for the Use of Online Learning in Community Colleges Post-COVID. EdWorkingPaper No. 22-687
Author: Hart, Cassandra M. D.
Date: 2022-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Distance Education,Online Courses,Community Colleges,School Closing,Administrator Attitudes,Educational Innovation,College Faculty,Teacher Attitudes,College Students,In Person Learning,Computer Assisted Testing

While the COVID-19 pandemic necessitated the short-term use of online courses, colleges' experiences with COVID-era online course delivery may also affect the way that they offer and approach online courses going forward. We draw on interviews with 35 distance education leaders from the California Community Colleges system to provide insights into how the use of online education may change in the system going forward. Leaders predicted that post-pandemic, colleges would increase their online course offerings, and that many instructional innovations to online courses from the pandemic--such as the use of synchronous courses--would persist. They hoped that a more prominent position for online education within the system would be matched by more resources to provide supports for online learning.
Public Support for Educators and In-Person Instruction during the COVID-19 Pandemic. EdWorkingPaper No. 22-575
Author: Houston, David M.
Date: 2022-12-06
Type: Reports - Research
Subjects: In Person Learning,COVID-19,Pandemics,School Closing,Political Attitudes,Unions,Teachers,Predictor Variables,Decision Making,Mortality Rate,Correlation,Teacher Attitudes,National Surveys,Educational Attitudes,Teacher Salaries,Public Opinion,Kindergarten,Elementary Secondary Education

In spring 2020, nearly every U.S. public school closed at the onset of the COVID-19 pandemic. Existing evidence suggests that local political partisanship and teachers' union strength were better predictors of fall 2020 school re-opening status than COVID case and death rates. We replicate and extend these analyses using data collected over the entirety of the 2020-21 academic year. We reaffirm that local political partisanship and teachers' union strength were reliable predictors of school re-opening decisions. We also demonstrate that Covid case and death rates were meaningfully associated with initial rates of in-person instruction. We show that all three factors--COVID, partisanship, and teachers' unions--became less predictive of in-person instruction as the school year continued. We then leverage data from two nationally representative surveys of Americans' attitudes toward education and identify an as-yet-undiscussed factor that predicts in-person instruction: public support for increasing teachers' salaries.
Expanding Registered Apprenticeship through Alignment with Secondary Career and Technical Education
Author: American Institutes for Research (AIR)
Date: 2022-01-31
Type: Reports - Descriptive
Subjects: Apprenticeships,Vocational Education,Alignment (Education),Educational Legislation,Federal Legislation,Federal Aid,Educational Finance,Educational Cooperation,Secondary Education,State Programs

Registered Apprenticeship and secondary Career and Technical Education (CTE) programs share the common goal of providing students with hands-on training paired with technical, classroom instruction to prepare them for living wage, in-demand careers. When these systems are aligned, they can strengthen one another through a reciprocal relationship. Registered Apprenticeship programs can inform CTE programs about industry standards and skill needs to enhance the quality of CTE curriculum. CTE programs, in turn, provide a pipeline of qualified, diverse apprenticeship applicants that have a foundation in the occupation of the apprenticeship. States are increasingly recognizing the benefits of creating system alignment between apprenticeship and CTE programs. However, knowing where to begin collaboration and how to deepen engagement between the two systems can seem daunting. This resource provides a basic understanding of secondary CTE programs and specific steps that can be taken to implement system alignment strategies. The resource includes an overview of the components of high school CTE programs, the benefits of system alignment, state examples, five strategies for getting started, and considerations for deepening existing partnerships.
The Rise and Fall of the Teaching Profession: Prestige, Interest, Preparation, and Satisfaction over the Last Half Century. EdWorkingPaper No. 22-679
Author: Kraft, Matthew A.
Date: 2022-11-00
Type: Reports - Research
Subjects: Teaching (Occupation),Elementary Secondary Education,Reputation,Student Interests,Employment Qualifications,Teacher Qualifications,Educational History,Time Perspective,Job Satisfaction

We examine the state of the U.S. K-12 teaching profession over the last half century by compiling nationally representative time-series data on four interrelated constructs: professional prestige, interest among students, preparation for entry, and job satisfaction. We find a consistent and dynamic pattern across every measure: a rapid decline in the 1970s, a swift rise in the 1980s, relative stability for two decades, and a sustained drop beginning around 2010. The current state of the teaching profession is at or near its lowest levels in 50 years. We identify and explore a range of factors that might explain these historical patterns including education funding, teacher pay, outside opportunities, unionism, barriers to entry, working conditions, accountability, autonomy, and school shootings.
Instructional Time in U.S. Public Schools: Wide Variation, Causal Effects, and Lost Hours. EdWorkingPaper No. 22-653
Author: Kraft, Matthew A.
Date: 2022-09-00
Type: Reports - Research
Subjects: Public Schools,Time Factors (Learning),School Schedules,Academic Achievement,Achievement Gains,Elementary Secondary Education,School Closing,Pandemics,COVID-19,Influences

Policymakers have renewed calls for expanding instructional time in the wake of the COVID-19 pandemic. We establish a set of empirical facts about time in school, synthesize the literature on the causal effects of instructional time, and conduct a case study of time use in an urban district. On average, instructional time in U.S. public schools is comparable to most high-income countries, with longer days but shorter years. However, instructional time varies widely across U.S. public schools with a 90th-10th percentile difference of 190 total hours. Empirical literature confirms that additional time can increase student achievement, but how this time is structured matters. Our case study suggests schools might also recover substantial lost learning time within the existing school day. [The Providence Public School District provided support for this study.]
Assessing School District Decision-Making: Evidence from the COVID-19 Pandemic. EdWorkingPaper No. 22-660
Author: Christian, Alvin
Date: 2022-10-00
Type: Reports - Research
Subjects: School Districts,Pandemics,COVID-19,Decision Making,Elementary Secondary Education,Health,Risk,Boards of Education,In Person Learning,Distance Education,Blended Learning,Probability,Disease Control,School Closing

The COVID-19 pandemic drew new attention to the role of school boards in the U.S. In this paper, we examine school districts' choices of learning modality -- whether and when to offer in-person, virtual, or hybrid instruction -- over the course of the 2020-21 pandemic school year. The analysis takes advantage of granular weekly data on learning mode and COVID-19 cases for Ohio school districts. We show that districts respond on the margin to health risks: all else equal, a marginal increase in new cases reduces the probability that a district offers in-person instruction the next week. Moreover, this negative response is magnified when the district was in-person the prior week and attenuates in magnitude over the school year. These findings are consistent with districts learning from experience about the effect of in-person learning on disease transmission in schools. We also find evidence that districts are influenced by the decisions of their peers.
Examining the Policies and Priorities of the U.S. Department of Education. Hearing before the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (June 24, 2021). Serial No. 117-22
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Public Agencies,Federal Government,Education,Educational Policy,Needs Assessment,Budgets,Emergency Programs,Federal Aid,COVID-19,Pandemics,Financial Support,Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Needs,Health Needs,School Community Relationship,Special Education,Teacher Education,Career Pathways,Postsecondary Education,Investment,Schools,Civil Engineering,Student Financial Aid,Civil Rights,Laws,Debt (Financial),Disabilities,Catholic Schools,School Choice,Racism,Asian American Students

The Committee on Education and Labor met to hear testimony on &quot;Examining the Policies and Priorities of the United States Department of Education.&quot; The U.S. Department of Education was making a budget request for Fiscal Year 2022 and the Committee wanted to examine the Department's priorities to support students, educators, and communities. Due to the COVID-19 pandemic, the Committee's hearing room was closed and it was conducted via Zoom. Opening statements were presented by: (1) Honorable Robert C. Scott, Chairman, Committee on Education and Labor; and (2) Honorable Virginia Foxx, Ranking Member, a Representative in Congress from the State of North Carolina. The following witness presented a statement: (1) Miguel Cardona, Secretary, U.S. Department of Education. Additional material was submitted by members of the Committee including (1) articles; (2) letters; (3) questions submitted for the record; and (4) responses to questions submitted for the record by Secretary Cardona.
A Study of the Efficacy of Reading Apprenticeship Professional Development for High School History and Science Teaching and Learning
Author: Greenleaf, Cynthia
Date: 2011-06-22
Type: Reports - Research
Subjects: High School Students,Biology,Science Instruction,United States History,Academic Achievement,Reading Instruction,Faculty Development,Reading,Literacy Education,Metacognition,Inquiry,Reading Comprehension,Cooperative Learning,Minority Group Students,Low Income Students,High School Teachers,Interdisciplinary Approach

This report describes findings from an efficacy study examining the effects of professional development focused on integrating academic literacy instruction with content area coursework on teacher instructional practices and student achievement in reading and high school biology and US history. The research builds on a well-tested approach to literacy instruction, Reading Apprenticeship (RA), which integrates metacognitive inquiry into ongoing content area instruction to make explicit the tacit reasoning processes, strategies, and discourse rules that shape successful readers' and writers' work in the discipline. The central dynamic of the instructional model is routine metacognitive conversation; that is, talking about the reasoning and problem solving processes that accompany reading as students carry out learning tasks in the science curriculum. The study targeted schools serving high numbers of students from populations underrepresented in higher education. The multiple measures of teacher implementation give us a robust corroboration of teacher level outcomes. Teachers in the experimental group demonstrated increased support for history and biology literacy learning, increased use of metacognitive inquiry routines, increased reading comprehension instruction, and increased use of collaborative learning structures. In short, they were more able to integrate science and science literacy learning in classroom instruction. The results of the study thus present a positive picture with regards to the effectiveness of the Reading Apprenticeship framework for integrating academic literacy content with biology and history coursework and instructional practices.
Statistical Analysis Plan for Good Behaviour Game
Author: Hennessey, Alexandra
Date: 2017-05-22
Type: Reports - Research
Subjects: Student Behavior,Classroom Techniques,Educational Games,Elementary School Students,Behavior Modification,Reinforcement,Foreign Countries,Program Effectiveness,Gender Differences,Low Income Students,Grade 2,Behavior Problems,Fidelity,Program Implementation,Self Efficacy

The Good Behaviour Game (GBG) is one of the most popular behaviour management systems for primary-aged children. It has an extensive evidence base supporting its use. The GBG itself can be described as an &quot;interdependent group-oriented contingency management procedure.&quot; A major efficacy trial of the GBG in England was conducted that focuses on: (1) the intervention's effects on children's educational (e.g. reading, behaviour) outcomes; and in particular; (2) its impact on boys who are showing the early signs of behaviour problems; (3) children eligible for free school meals (FSM); (4) examining whether the way in which the GBG is implemented influences outcomes; and (5) whether the GBG improves outcomes for teachers (specifically, self-efficacy in classroom management, classroom stress, and retention). This study looked at 77 primary schools that were recruited from Local Authorities across the North West, South Yorkshire and East Midlands regions. This figure represents the number of schools required to power the trial plus additional schools to allow for attrition (see sample size calculations below). Schools were required to be state-maintained and not already implementing the GBG in order to be eligible to participate.
Individual and School Predictors of Teacher Stress, Coping, and Wellness during the COVID-19 Pandemic
Author: Herman, Keith C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Stress Variables,Coping,Well Being,Job Satisfaction,COVID-19,Pandemics,School Closing,Electronic Learning,Educational Environment,Elementary School Teachers,Secondary School Teachers,Classroom Techniques,Self Efficacy,Collegiality,Discipline Policy,Learner Engagement

The Coronavirus disease 2019 (COVID-19) pandemic created unprecedented challenges for the U.S. education system and for teachers. The present study examined correlates and predictors of teacher wellbeing in the immediate aftermath of school closures related to the pandemic. Data were collected as part of a larger group randomized trial. Six hundred and thirty-nine teachers completed surveys about their stress, coping, health, job satisfaction, and internalizing symptoms in Fall 2019, before the pandemic, and May 2020, during the pandemic. Teachers also provided ratings during COVID-19 of their teaching, student attendance and engagement, and concern about students and families. Teachers reported lower levels of work-related stress after the pandemic's onset compared to their prepandemic levels. Multilevel regression analyses revealed teacher confidence in their ability to manage student behaviors as a consistent and robust predictor of teacher well-being outcomes. Additionally, pre-COVID-19 school-level factors measured in Fall 2019, including collegial school leadership and fair and equitable school discipline structures, also predicted aspects of teacher well-being at the onset of COVID-19. Findings suggest the importance of teacher competence and perceived efficacy in managing student behavior and engaging them in learning to help them adapt to the stressors of a pandemic. Additionally, aspects of organizational health and climate may also help facilitate or hinder teacher adjustment. [This article was published in &quot;School Psychology&quot; (EJ1316222).]
Does Parental Monitoring during Adolescence Moderate Neighborhood Effects on African American Youth Outcomes?
Author: Herman, Keith C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Parenting Styles,African American Students,High School Students,Neighborhoods,Environmental Influences,Racism,Early Adolescents,Adolescents,Parent Attitudes,Teacher Attitudes,Student Attitudes,Correlation,Anxiety,Behavior Problems,Grade 9,Grade 12,Risk,Parent Child Relationship,Cultural Influences,Grade 7,Middle School Students

The present study investigated the effects of parental monitoring, neighborhood risk, and racism experiences during early adolescence on adolescents' emotional and behavioral outcomes in high school. Five hundred twenty-two African American youth and their parents and teachers completed surveys about youth development over time. Consistent with our hypotheses, we found that neighborhood risk and racism had small and significant relations with anxiety, oppositional behavior, and conduct problems. Additionally, parental monitoring moderated the effects of neighborhood risk on behavior problems in both 9th and 12th grade, controlling for baseline problems. Finally, parental monitoring did not moderate effects of risk contexts on the development of anxiety problems. Findings are discussed with regard to implications for supporting effective parenting practices in high-risk contexts.