ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging Tech to Enhance Learning, Strengthen Relationships, and Introduce Diversity in Online Classes
Author: Pritchard, Mikah J.
Date: 2017-11-08
Type: Reports - Research
Subjects: Online Courses,Technology Uses in Education,Educational Technology,Planning,Graduate Study,Design,School Counseling,Career Counseling,Program Development,Cooperative Planning

The purpose of this case study was to demonstrate the role of technology in course planning. In this case study, backwards design (Wiggins &amp; McTighe, 2005) was applied to an online graduate career counseling course. Through the use of backwards design (Wiggins &amp; McTighe, 2005), the course development becomes easier and a more effective way to share content with students. Backwards design is comprised of three steps: 1) identifying learning goals 2) proof of learning mastery 3) learning activities (Wiggins &amp; McTighe, 2005). In traditional classrooms, it may be easy to focus on weekly content and dissemination of information. However, faculty may be overwhelmed or excited by technology when transitioning to online classes and allow technology to become the focus of course design. Using a backwards design keeps the content at the forefront when teaching online. In this paper, backwards design is described in a step-by-step process by using an online course as an example to demonstrate its application. [This paper was published in &quot;Innovations in Teaching &amp; Learning: Inaugural Proceedings of the 2017 Pedagogicon.&quot;]
University Futures, Library Futures: Aligning Library Strategies with Institutional Directions
Author: Malpas, Constance
Date: 2018-10-00
Type: Reports - Research
Subjects: Academic Libraries,Library Materials,Library Services,Higher Education,Classification,Student Characteristics,Age,Sex,Ethnicity,Socioeconomic Status,Enrollment,Educational Research,Liberal Arts,Career Education,Full Time Students,Part Time Students,On Campus Students,Institutional Characteristics,Student Needs,Distance Education

&quot;University Futures, Library Futures: Aligning library strategies with institutional directions&quot; establishes a new framework for understanding the fit between emerging library service paradigms and university types. It examined the impact of increased institutional differentiation in universities on the organization of academic libraries and the services they provide. As libraries move away from a collections model in which libraries measure their success by how large their collections are, this report puts a framework around library services, explores emerging patterns in different institutional settings, and gauges the importance of these services areas--now and for the future--according to surveyed library directors. The work has three main components: (1) a working model of US higher education institutions that is characterized by educational activity (Research, Liberal Education, Career-directed) and mode of provision (traditional-residential and new-traditional-flexible); (2) a library services framework that covers nine key areas; and (3) comparison of the above two to test the hypothesis that the services portfolio of libraries map onto the institutional priorities of their host university. [This report was produced in collaboration with Ithaka S+R.]
Competency-Based Education, Direct Assessment, and Financial Aid: Background, Concerns, and Guiding Principles
Author: Online Learning Consortium (OLC)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,College Students,Student Financial Aid,Student Loan Programs,Federal Aid,Need Analysis (Student Financial Aid),Eligibility,Federal Legislation,Credits

Current Title IV financial aid eligibility is limited to students enrolled in eligible programs as defined in 34 C.F.R. §668.8. Historically, eligibility requirements revolved around several factors including whether the programs were tied to a credential, the length of the program, and whether a student made satisfactory academic progress (SAP). In 2005, the Higher Education Reconciliation Act (HERA) created direct assessment programs as an alternative path to Title IV financial aid eligibility for students enrolled in programs approved by the Department of Education. Although enacted as a means of opening financial aid eligibility to students enrolled in competency-based education (CBE), the current regulations have not mitigated eligibility challenges around satisfactory academic progress, credit hour, and academic year regulations. As a result, only a few institutions have chosen to use the direct assessment option and CBE programs continue to struggle with financial aid regulatory compliance.
Time to Scale: Generalizable Affect Detection for Tens of Thousands of Students across an Entire School Year
Author: Hutt, Stephen
Date: 2019-05-00
Type: Reports - Research
Subjects: Affective Behavior,Online Courses,Educational Technology,Technology Uses in Education,Algebra,Geometry,Learner Engagement,Student Attitudes,Psychological Patterns,Generalization,Intelligent Tutoring Systems

We developed generalizable affect detectors using 133,966 instances of 18 affective states collected from 69,174 students who interacted with an online math learning platform called Algebra Nation over the entire school year. To enable scalability and generalizability, we used generic interaction features (e.g., viewing a video, taking a quiz), which do not require specialized sensors and are domain- and (to a certain extent) system-independent. We experimented with standard classifiers, recurrent neural networks, and genetically evolved neural networks for affect modeling. Prediction accuracies, quantified with Spearman's rho, were modest and ranged from 0.08 (for surprise) to 0.34 (for happiness) with a mean of 0.25. Our model trained on Algebra students generalized to a different set of Geometry students (n = 28,458) on the same platform. We discuss implications for scaling up affect detection for affect-sensitive online learning environments which aim to improve engagement and learning by detecting and responding to student affect. [Paper presented at the CHI Conference on Human Factors in Computing Systems Proceedings, 2019, Glasgow, Scotland, May 4-9.]
Axioms of Excellence: Kumon and the Russian School of Mathematics. White Paper No. 188
Author: Donovan, William
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,After School Programs,Mathematics Instruction,Teaching Methods,Individualized Instruction,Worksheets,Independent Study,Teacher Competencies,Elementary Secondary Education,Preschool Education,Educational Methods

This paper looks at the popularity of after-school mathematics by focusing on the Kumon and Russian School of Mathematics models. In 1954, Toru Kumon, a high school math teacher in Japan, designed a series of math worksheets to help improve the test scores of his son Takeshi, a second grader. Toru's goal was to teach Takeshi how to learn independently through the worksheets and improve his calculation skills prior to reaching high school. By working every day on the problems, Takeshi was able to reach the level of differential and integral calculus when he was just a few months into the sixth grade. The Kumon model is based on four elements: (1) Individualized instruction; (2) Self-learning; (3) Small-step worksheets; and (4) Kumon instructors. Parents who want to give their children a head start in math before elementary school can enroll them in Kumon as young as age 3. From that age they can stay with the program through high school or until they complete the program. In the U.S. alone, Kumon has grown from more than 182,000 students and nearly 1,300 centers in 2008 to more than 279,000 students and more than 1500 centers in 2018. While the Kumon method involves repeating mathematical processes until students over-learn them to automaticity, the Russian School of Mathematics (RSM) promotes itself as believing in just the opposite. The RSM model was founded by Inessa Rifkin in 1997 with Irina Khavinson, a friend, educator, and fellow Russian immigrant, after concluding that her son Ilya was not receiving the same mathematics education that she received as a student in the Soviet Union. Their goal was to translate their own experiences with specialized Russian math programs into a school that offered the same opportunity to American children. Two decades later about 25,000 students are enrolled with RSM today, in 40 locations in 11 states and Canada. Russian School of Mathematics students attend a classroom once per week for varying lengths of time, depending on grade: 90 minutes for kindergarten through third grade; two hours for grades four through six; and two-and-a-half hours for grades seven and above. Algebra and geometry are on separate tracks starting in the sixth grade, though students may enroll in both. This paper reviews each model's methods, highlights their best practices, and shows how they complement or run parallel with mathematics taught in traditional classrooms.
Not on the Radar: Sexual Assault of College Students with Disabilities
Author: National Council on Disability
Date: 2018-01-30
Type: Reports - Research
Subjects: Sexual Abuse,College Students,Students with Disabilities,Student Needs,Accessibility (for Disabled),Females,Rape,Prevention,Intervention,Two Year Colleges,Public Colleges,Private Colleges,Educational Legislation,Federal Legislation,Training,Access to Education,School Policy,Access to Information,Printed Materials,Crisis Management,Agency Cooperation,Teacher Competencies,Law Enforcement,Incidence,Knowledge Level,Compliance (Legal),State Legislation

National Council on Disability's (NCD) study found that students with disabilities are not &quot;on the radar&quot; of colleges in their sexual assault prevention efforts, policies, or procedures for response and support after an assault. This includes the absence of procedures to communicate with victims who are Deaf or hard of hearing and inaccessible support services for students with mobility disabilities. Similarly, NCD's study found that students with disabilities are invisible in federal research and grant programs on campus sexual assault. These findings are against the backdrop of a recent study by the Association of American Universities that revealed that 31.6 percent of undergraduate females with disabilities reported nonconsensual sexual contact involving physical force or incapacitation, compared to 18.4 percent of undergraduate females without a disability. The report seeks to better understand how colleges respond to, prevent, and support survivors of sexual assault who have disabilities. The findings and recommendations are the product of interviews with experts on sexual assault on college campuses, experts on sexual abuse against people with disabilities, college professionals and staff, Title IX coordinators, and sexual assault services administrators; as well as two national questionnaires that included college students with disabilities. Colleges that participated came from 14 states and the District of Columbia, 7 of 10 federal regions, 2-year and 4-year colleges, and both private and public.
Teaching Mathematics Conceptually. SEDL Insights. Vol. 1, No. 4, Winter 2014
Author: Molina, Concepción
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Teaching Methods,Mathematical Concepts,Vocabulary,Concept Formation,Numbers

Mathematics instruction in the United States has historically focused on procedures, facts, and algorithms. Because of that focus, mathematics instruction, in essence, becomes lessons in arithmetic and efficiency. While there are promising changes occurring in mathematics instruction, we still need to help both teachers and students develop a more conceptual understanding of mathematics. This issue of &quot;SEDL Insights&quot; explains how educators can shift from helping students memorize rules to facilitating a deeper understanding of mathematics concepts.
Teaching Content-Area Literacy and Disciplinary Literacy. SEDL Insights. Vol. 3, No. 1, Spring 2015
Author: Chauvin, Ramona
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Literacy Education,Skill Development,College Readiness,Career Readiness,Content Area Reading,Content Area Writing,Critical Thinking,Communication Skills,Cooperation,Creativity,Relevance (Education),Learner Engagement,Inquiry,Language Usage,Faculty Development

To graduate high school fully prepared for college and the workforce, students need more than basic literacy skills. They need to master the distinct approaches to literacy that are used in academic disciplines such as science, mathematics, and history--as well as Career Technical Education courses. Many students still struggle to master more basic literacy skills, however, and many teachers in discipline-specific courses lack the knowledge and expertise to help students interpret the complex texts associated with each distinct discipline. This issue of &quot;SEDL Insights&quot; focuses on two types of literacy that are crucial to helping students become college and career ready: content-area literacy and disciplinary literacy.
Navigating the Data Ecosystem: A Case Study of the Adoption of a School Data Management System in New York City
Author: Fairchild, Susan
Date: 2013-00-00
Type: Reports - Research
Subjects: Urban Schools,Management Systems,Data Use,Adoption (Ideas),Public Schools,Educational Change,Teacher Role,School Culture,Technology Uses in Education,Access to Information

Schools and school systems have experienced an explosion in the availability of student data, particularly related to student performance. Along with this increased availability has been a growing push for teachers to use data to inform their classroom practices, under the belief that doing so will lead to improved student outcomes. Federal programs such as the American Recovery and Reinvestment Act and Race to the Top have established incentives to encourage schools to develop data-driven instructional practices, and a multitude of state and privately funded initiatives have further pushed schools in this direction. To support schools in this effort, hundreds of millions of dollars have been spent by public and private educational entities to help teachers and schools make sense of and use data through the development of school data management systems (SDMS) and teacher-facing dashboards. These investments have resulted in a proliferation of data systems promising to help teachers make use of data to drive their instructional practice. In fall 2010, New Visions introduced a commercial SDMS, DataCation, to its network of schools. DataCation comprises multiple portals for teachers, administrators, students and parents providing ready access to student, classroom and school-level data. The rollout of DataCation to our network of 75 schools represents what we have learned, often in hindsight, and presents a unique case study of how theory plays out when applied. These are the goals of this report: (1) Describe Rogers's theory of adoption and diffusion and Coburn's theory of sustainable reform as applied to the rollout of an SDMS; (2) Discuss how the ecosystem in which an initiative operates is the essential context for understanding and applying both theories; (3) Define reasonable expectations around educator use of an SDMS; and (4) Share lessons learned.
School Libraries: Why Children and Young People Use Them or Not, Their Literacy Engagement and Mental Wellbeing. Findings from Our Annual Literacy Survey 2017/2018. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2018-12-00
Type: Reports - Research
Subjects: School Libraries,Users (Information),Student Attitudes,Foreign Countries,Student Characteristics,Gender Differences,Age Differences,Socioeconomic Status,Racial Differences,Ethnicity,Geographic Location,Literacy,Reading Skills,Writing Skills

In 2018, the Great School Libraries Campaign was launched with the aim of bringing school libraries and librarians to every school in the UK, and to gather data on the quality and quantity of school libraries that already exist. Previous research has clearly highlighted the importance of school libraries, not just for children and young people's reading and writing skills but also for their general academic attainment and wider learning skills. This includes their motivation and attitudes towards reading and other personal and interpersonal outcomes such as self-esteem and feelings of success. In this report, the authors discuss school libraries from the point of view of children and young people. Using data from 45,523 children and young people who took part in their Annual Literacy Survey from November 2017 to January 2018, it explores how many children use the school library, why they do or do not use it, how school library use links with literacy engagement and reading skill, and how it relates to mental wellbeing.
Mental Wellbeing, Reading and Writing: How Children and Young People&apos;s Mental Wellbeing Is Related to Their Reading and Writing Experiences. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2018-09-00
Type: Reports - Research
Subjects: Well Being,Mental Health,Mental Disorders,Child Health,Reading,Writing (Composition),Self Concept,Correlation,Reading Attitudes,Writing Attitudes,Youth,Reading Skills,Writing Skills,Socioeconomic Status,Life Satisfaction,Coping,Foreign Countries

The link between literacy and health has been evidenced quite well, with studies indicating that people who struggle with literacy are also more likely to have poor physical health. However, what we know about the relationship between mental wellbeing and literacy is much more meagre. There is some evidence to suggest that higher levels of mental wellbeing and life satisfaction can positively impact on academic achievement, while there is also evidence that mental wellbeing, such as the ability to cope with stress, can affect pupils' ability to learn. Research suggests that mental health problems are one of the main causes of the overall disease burden across the world, and that half of mental health problems in adulthood manifest themselves before the age of 14. For these reasons, it is not surprising that government policy in the UK has also focused on mental health. For example, between 2015 and 2017 the government announced new funding for mental health, including specific investment in perinatal services and eating disorder services for teenagers, and in July 2018 statutory health education in schools was announced. This is therefore a timely piece of research, as children and young people's mental wellbeing is becoming a concern, and the government is pledging to prioritise mental health care of young people and adults. In this report the authors will explore the link between mental wellbeing, reading and writing enjoyment, and attitudes and behaviours.
Managing the Implementation of School Improvement Efforts. SEDL Insights. Vol. 1, No. 2, Summer 2013
Author: LaTurner, Jason
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Program Implementation,Administrators,Leadership Effectiveness,Academic Achievement,Instructional Leadership,Facilitators (Individuals),Educational Change,Helping Relationship,School Personnel,Data Use,Adoption (Ideas),Needs Assessment,Communities of Practice,Long Range Planning,Teacher Attitudes,Rural Schools,Middle Schools,Administrator Role,Change Strategies

For a school improvement initiative to succeed, education leaders must do more than adopt a new program and train staff. This issue of &quot;SEDL Insights&quot; explores steps that leaders can take to ensure the successful implementation of a new program or practice.
Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships
Author: Mapp, Karen L.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Family Involvement,Family School Relationship,Parent Teacher Cooperation,Capacity Building,Partnerships in Education,Program Effectiveness,Educational Policy,School Districts,Counties,Barriers,Attitudes,Elementary Secondary Education

This report presents a new framework for designing family engagement initiatives that build capacity among educators and families to partner with one another around student success. Based in existing research and best practices, the &quot;Dual Capacity Building Framework for Family-School Partnerships&quot; is designed to act as a scaffold for the development of family engagement strategies, policies, and programs. The Framework should be seen as a &quot;compass,&quot; laying out the goals and conditions necessary to chart a path toward effective family engagement efforts that are linked to student achievement and school improvement. The components of the Framework include: (1) a description of the capacity challenges that must be addressed to support the cultivation of effective home-school partnerships; (2) an articulation of the conditions integral to the success of family-school partnership initiatives and interventions; (3) an identification of the desired intermediate capacity goals that should be the focus of family engagement policies and programs at the federal, state, and local level; and (4) a description of the capacity-building outcomes for school and program staff as well as for families. After outlining these four components, the report presents three case studies that illustrate and further develop the Framework. The case studies feature a school, a district, and a county whose efforts to develop capacity around effective family-school partnerships embody the Dual Capacity-Building Framework.
Teacher Resources and Student Achievement in High-Need Schools. Research Report
Author: Jones, Debra Hughes
Date: 2006-01-00
Type: Reports - Research
Subjects: Academic Achievement,Correlation,Teacher Salaries,Teaching Experience,Educational Attainment,Disadvantaged Schools,Elementary Secondary Education,Institutional Characteristics,Teacher Characteristics,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement

With the growing federal, state, and local policy emphasis on teacher quality and student achievement, the Southwest Educational Development Laboratory (SEDL) investigated teacher resources and their relationship to student achievement in Arkansas, Louisiana, and Texas. The purpose of this study was to provide policymakers with information about the relationship between teacher salary, experience, and education, and the relationship between these teacher resources and student achievement, particularly in high-need schools. SEDL used state databases in Arkansas, Louisiana, and Texas to examine the extent to which districts paid teachers based on years of experience and degree level, and whether teacher resources, defined as salary, education, and experience, were distributed differently across schools depending upon their level of need. SEDL also investigated whether within and across the three study states paying teachers based on experience and education contributed to student achievement test scores, specifically on elementary and middle school reading and math tests. SEDL answered three research questions: (1) To what extent do teacher experience and education relate to teacher salary? (2) Do teacher salary, experience, and education vary for different categories of high-need schools and between high-need and non-high-need schools? and (3) What effects do teacher salary, experience, and education have on student achievement, particularly in high-need schools?