ethanporcaro/eric-fulltext-meta huggingface dataset:
Title II, Part A: Don't Scrap It, Don't Dilute It, Fix It
Author: Coggshall, Jane G.
Date: 2015-03-00
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Academic Achievement,Accountability,Federal Aid,Teacher Effectiveness,Administrator Effectiveness,Principals,Faculty Development,Educational Improvement

The Issue: Washington is taking a close look at Title II, Part A (Title IIA) of the Elementary and Secondary Education Act (ESEA) as Congress debates reauthorization. The program sends roughly $2.5 billion a year to all states and nearly all districts to &quot;(1) increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and (2) hold local educational agencies and schools accountable for improvements in student academic achievement&quot; [Sec. 2101]. Although state, district, and school leaders may use these funds on a long list of permissible activities (including tenure reform, student loan forgiveness, and educator bonuses), most districts spend the bulk of their Title IIA dollars on professional development and class-size reduction. But is this investment delivering all that it could? The Research: Teacher professional development, as defined in the law and pursued in districts across the country, has shown mixed--mostly disappointing--effects on teacher practice and student learning. Sound educator learning activities and resources are critical to effective teaching and leading as well as to continuous improvement in our schools. Yet, 13 years and some $30 billion later, Title IIA has not had the effect on teacher and principal quality or student achievement its creators hoped. The Recommendations: Congress should redefine &quot;professional development&quot; and reengineer Title IIA to focus strictly on continuous performance improvement--of people and organizations--while keeping implementation flexible. A new Title IIA would make certain that state, district, and school leaders have the capacity required to manage professional development activities and resources more effectively to achieve Title II's vital student achievement goals. This brief lays out what Title IIA is and what it could be and points to some district and school leaders who are figuring it out for the rest of us.
Deeper Learning: Improving Student Outcomes for College, Career, and Civic Life. Policy Brief
Author: Bitter, Catherine
Date: 2015-08-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,High School Students,Student Development,Competence,Cooperation,Interaction,Self Management,Cognitive Development,Knowledge Level,Teaching Methods,Skill Development,Student Projects,Cooperative Learning,Student Evaluation,Internship Programs,Networks,Graduation Rate,College Attendance,Program Effectiveness,State Programs

The Issue: To prepare for the demands of postsecondary education and the workforce, students need to master content and build skills that allow them to collaborate with others, and then apply that knowledge to new situations. Students will be able to access a wider range of opportunities in college, career, and civic life if they possess the necessary skills to work with others and critically analyze and address new challenges. The Research: Deeper learning combines a deeper understanding of core academic content, the ability to apply that understanding to new situations, and a range of competencies related to human interaction and self-management. A recent study by American Institutes for Research (AIR) found that students in high schools that were part of networks associated with the William and Flora Hewlett Foundation's Deeper Learning Community of Practice performed better than similar students in comparison schools on a range of measures. These included test scores, measures of interpersonal and intrapersonal skills, on-time high school graduation rates, and college enrollment rates. The Options: Given the promising results of this study and other efforts to bring deeper learning to scale, states should consider instituting strategies to increase opportunities for all of their students to develop deeper learning competencies. Policymakers can support deeper learning through a range of policy options, including building teacher capacity, promoting innovation and personalization, and enabling greater flexibility at the local level.
The Acquisition and Development of EFL Pre-Service Teachers' Pedagogical Content Knowledge about Classroom Management
Author: Za'za', Mona Salem Mahmoud
Date: 2007-06-00
Type: Reports - Research
Subjects: Classroom Techniques,English (Second Language),Second Language Learning,Preservice Teachers,Pedagogical Content Knowledge,Teacher Effectiveness,Student Teachers,Statistical Analysis,Qualitative Research,Teacher Education Programs,Concept Mapping,Interviews,Teaching Methods,Foreign Countries,Females

Classroom management is an important component of effective teaching. Despite its importance, little is known about how pre-service teachers acquire and develop pedagogical content knowledge about classroom management. This study explored the PCK about classroom management of 22 EFL student teachers enrolled in Dhahran Al-Janoub (K.S.A.) Faculty of Education for Girls. It also traced the development of this knowledge over a time span of a year of teacher education program using quantitative and qualitative techniques. A multi-method approach was used to allow triangulation of data and accessing the multifaceted nature of PCK. Results of the study revealed that PCK is a dynamic process of a developmental nature. Results also indicated an increase in the size and complexity of the knowledge about classroom management across the time span of a year of teacher education program. There was also a shift of interest in the classroom management themes under concern. Participants started with a simple conceptualization of classroom management as control/ discipline maintenance, moved to its conceptualization as classroom organization, use of nomination techniques, reward and punishment, preventing and reacting to problem behavior and ended with a more profound conceptualization of planning for learning, caring for students and teacher/ student relationship and responsibility for learning. Finally, the learners emphasized the role of direct teaching practice experiences and de-emphasized college classes in the acquisition and development of their PCK about classroom management.
SWIFT Differentiated Technical Assistance. White Paper
Author: McCart, Amy
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Technical Assistance,Equal Education,Educational Improvement,Visualization,Administrator Role,Family Involvement,Inclusion,School Community Relationship,Leadership Responsibility,Data Collection,Cooperative Planning,Participative Decision Making,Best Practices,School Districts,Educational Resources,Teamwork,Coaching (Performance),Facilitators (Individuals),Capacity Building

The Schoolwide Integrated Framework for Transformation (SWIFT) employs six technical assistance (TA) practices that support an initial transformation process while simultaneously building system capacity to sustain and scale up equity-based inclusion in additional schools and districts over time. This paper explains these individual practices and how SWIFT weave them together for improved student outcomes. The practices are referred to as: (1) Visioning; (2) Data Snapshots; (3) Priority and Practice Planning; (4) Resource Mapping and Matching; (5) Transformation Teaming; and (6) Coaching and Facilitation.
Moving beyond Transgression: Contextualizing Plagiarism and Patchwriting
Author: Crook, Stephanie
Date: 2016-03-05
Type: Speeches/Meeting Papers
Subjects: Plagiarism,Ethics,College Students,Writing Skills,Writing Instruction,Cheating,Second Language Learning,Cultural Differences,Student Characteristics,Reading Comprehension,Literature Reviews

This paper explores the phenomenon of &quot;patchwriting,&quot; a term which Howard (1992) coined to refer to the practice of &quot;copying from a source text and then deleting some words, altering grammatical structures, or plugging in one-for-one synonym substitutes&quot; (p. 233). Although patchwriting in universities is often labeled simply as poor paraphrasing, and, by extension, as plagiarism, Howard (1992) suggested that patchwriting constitutes a developmental stage in mastering academic discourse. This paper reviews the literature on patchwriting in the university context. The findings in the literature demonstrate that patchwriting generally results from attempts to engage with new academic discourses. Therefore, universities must develop developmental responses to patchwriting that allow students to grow as writers
Studying Student Learning in Postsecondary Populations
Author: Erwin, Dary
Date: 2012-10-00
Type: Reports - Research
Subjects: Postsecondary Education,Outcomes of Education,National Surveys,Student Surveys,Undergraduate Students,Measurement Techniques,Measures (Individuals),Research Design,Learning Processes,Student Improvement,Alignment (Education),Labor Market,Employment Potential,Measurement Objectives,Adult Literacy,Standardized Tests,General Education,Institutional Characteristics,Student Characteristics,Student Experience

This paper, commissioned by [National Postsecondary Education Cooperative] NPEC--Sample Surveys, considers issues important to any effort in which the [National Center for Education Statistics] NCES chose to engage the higher education community in a deliberative process that explores the development of data on student learning through a nationally-representative sample survey that can generalize to undergraduate students enrolled in all institutional sectors. It briefly addresses what might be measured, what measurement instruments already exist, potential constructs for measurement, and issues related to study design. Finally, the paper outlines challenges associated with measuring student learning in the postsecondary context, as well as potential limitations associated with such a study. Contains the following appendix: Sample Test Items of Scientific Literacy (Guterbock et al., 2011).
NDTAC Practice Guide: Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems Requires Within-Agency and Cross-Agency Leadership
Author: Read, Nicholas W.
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Child Welfare,Delinquency,Youth,Residential Programs,Institutionalized Persons,Correctional Institutions,Day Programs,Change Strategies,Partnerships in Education,Agency Cooperation,Community Programs,Nontraditional Education,Educational Change,Leadership Responsibility,Sustainability,Accountability

In partnership with the Center for Juvenile Justice Reform (CJJR), the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) has developed a series of practice guides that provide concrete strategies for adopting the principles and practices discussed in the monograph, &quot;Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems&quot; (Leone &amp; Weinberg, 2012). The monograph examines a number of topics relevant to the education and experiences of youth in the child welfare and juvenile justice systems, and &quot;crossover youth&quot; who find themselves at some point in their lives involved with both systems. This NDTAC practice guide primarily examines the principle that change requires within-agency and cross-agency leadership and includes secondarily the principle of outcomes that matter are measured as data collection and analysis of key indicators are so critical to effective leaders and their reform efforts. This principle, pertaining to effective leadership, recognizes that leaders must be communicators who clearly share their vision within the entire agency as well as with cross-agency stakeholders and establish and build strong relationships within and across agencies and establish accountability standards for programs, themselves, and others in the organization. This practice guide first provides practices and strategies that are suitable for implementation across five categories of educational settings in which youth may be placed (Community-Based Traditional and Alternative Schools, Day Treatment Centers, Group Homes, Residential Treatment Centers, and Detention and Correctional Facilities). The remainder of the guide discusses several practices and related strategies for effective leadership in juvenile justice, child welfare, and other child-serving agencies during times of change. An appendix contains information relating to Resource Interviews with Recognized Leaders.
Preparing for Infectious Disease: Department of Education Recommendations to Ensure the Continuity of Teaching and Learning for Schools (K-12) during Extended Student Absence or School Dismissal
Author: Department of Education (ED)
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Health Promotion,Communicable Diseases,Attendance,Diseases,Educational Environment,Educational Strategies,Teacher Attendance,School Schedules,Developmental Continuity,Assignments,Homework,Web Based Instruction,Educational Technology,Partnerships in Education,Access to Education,Communication Strategies

The U.S. Department of Education (ED) wishes to remind states, districts, schools, students, staff, families, and guardians as well as communities about the importance of: (1) addressing the prevention of infectious disease in schools, including the seasonal flu, viral meningitis, enterovirus, and Ebola; and (2) ensuring the continuity of teaching and learning in the event of student absences or school dismissals. The purpose of this document, therefore, is to provide recommendations to help schools maintain the continuity of teaching and learning for: (1) individuals or small groups of students who are out of school for extended periods; and (2) large groups of students and staff disrupted by school dismissals or large numbers of faculty absences. These recommendations present points for education stakeholders to consider as they plan for and improve their ability to provide continuous learning, ranging from take-home assignments to online learning initiatives. This document offers key questions for states, districts, school leaders, teachers, parents, and students to think through as they prepare for continuity of teaching and learning, and provides information on resource opportunities and best practices. Continuity of Teaching and Learning--Decision Table is appended.
Rubric for Evaluating Reading/Language Arts Instructional Materials for Kindergarten to Grade 5. REL 2017-219
Author: Foorman, Barbara R.
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Scoring Rubrics,Instructional Material Evaluation,Reading Instruction,Language Arts,Kindergarten,Elementary School Students,Decision Making,Interrater Reliability,Instructional Design,Check Lists,Test Construction,Evaluation Criteria,Content Area Reading,Phonemic Awareness,Phonological Awareness,Phonics,Reading Fluency,Vocabulary Development,Reading Comprehension,Spelling,Writing Ability,Speech Skills,Listening Skills,Instructional Effectiveness,Scaffolding (Teaching Technique),Feedback (Response),Individualized Instruction

The implementation of effective instructional materials, such as a core reading program, by a qualified teacher is an important part of improving students' reading achievement. But selecting those instructional materials can be time-consuming. Regional Educational Laboratory (REL) Southeast created this rubric for evaluating reading/language arts instructional materials for kindergarten to grade 5 to help educators assess how consistent instructional materials (including core reading programs and reading intervention programs) are with the scientific research on reading instruction. This document suggests procedures for using the rubric to review instructional materials and inform decisions at the state, district, or school level about reading/language arts instructional materials for grades K-5. Members of the Improving Literacy Research Alliance from the Florida Department of Education requested the rubric to assist in their instructional materials review process. Educators in other states may also find the rubric to be beneficial. Calculating inter-rater reliability is appended.
Youth Suicide in the United States: A Fact Sheet for Schools
Author: Office of Safe and Healthy Students (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Suicide,Youth,Incidence,Risk,Prevention,Schools,Resources

Suicide is a major public health issue that affects people of all ages, backgrounds, and racial and ethnic groups throughout the country. When a student commits suicide, it is not only a tragedy for his or her family, but it can also significantly affect other students and disrupt school learning environments. While the causes of youth suicide are complex and determined by multiple factors, the goals of suicide prevention are simple: reduce factors that increase the risk of suicide and increase factors that promote resilience and encourage an effective community response to the risk. Schools play an important role in reaching these goals. The U.S. Department of Education's Office of Safe and Healthy Students (OSHS) provides resources to promote safe and supportive learning environments for all students. This fact sheet gives an overview of youth suicide and links to useful resources for educators on suicide prevention. The following topics are presented: (1) Warning signs for suicide; (2) How prevalent is suicide among America's youths and students?; (3) What are the risk factors for suicide?; (4) What can schools do to prevent youth suicide?; and (5) Where can I find resources on suicide prevention?
2012-2013 Federal Pell Grant Program End-of-Year Report
Author: Office of Postsecondary Education (ED)
Date: 2013-00-00
Type: Reports - Research
Subjects: Federal Aid,Grants,Federal Programs,Annual Reports,Tables (Data),Student Financial Aid,Family Income,Student Costs,Age,Eligibility,Enrollment,Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools,Dependents

The Federal Pell Grant End-of-Year Report presents primary aspects of Federal Pell Grant Program activity for the 2012-2013 award year. This presentation is a compilation of quantitative program data assembled to offer insights into the changes to the Title IV applicant universe and the Federal Pell Grant Program. The Federal Pell Grant End-of-Year Report provides factual information and highlights important programmatic issues. [For the previous report, &quot;2011-2012 Federal Pell Grant Program End-of-Year Report,&quot; see ED566397.]
Education Strategic Plan 2015-2035: Advancing NOAA's Mission through Education
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Science Education,Strategic Planning,Public Agencies,Educational Objectives,Program Implementation,Program Evaluation,Science and Society,Labor Force Development,Safety,Conservation (Environment),Emergency Programs,Institutional Mission

The National Oceanic and Atmospheric Administration (NOAA) Education Strategic Plan provides a framework to guide collaboration across the NOAA education community and a structure in which to track and report progress. Congress recognized the importance of NOAA's education programs with the passage of the America COMPETES Act. The America COMPETES Act gives NOAA broad authority for educational activities and directs NOAA to develop a 20-year strategic plan to be updated every five years. In a truly collaborative fashion, NOAA educators, staff, and leadership combined efforts with the broader education and resource management community, nongovernmental organizations, teachers, and interested citizens to produce this blueprint for NOAA's future work in education. This update of NOAA's strategic plan provides a fresh look at NOAA's programs and priorities to better reflect the broad scope of NOAA Education. The report maintains a focus on a science-informed society and workforce development, while highlighting a unique role in safety, preparedness, conservation, and stewardship. A glossary is included. [For the Executive Summary, see ED571870. For the previous report, &quot;Education Strategic Plan 2009-2029: Focusing on Science, Service &amp; Stewardship,&quot; see ED512909.]
Education Strategic Plan 2015-2035: Advancing NOAA's Mission through Education. Executive Summary
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Science Education,Strategic Planning,Public Agencies,Educational Objectives,Program Implementation,Program Evaluation,Science and Society,Labor Force Development,Safety,Conservation (Environment),Emergency Programs,Institutional Mission

The National Oceanic and Atmospheric Administration (NOAA) Education Strategic Plan provides a framework to guide collaboration across the NOAA education community and a structure in which to track and report progress. Congress recognized the importance of NOAA's education programs with the passage of the America COMPETES Act. The America COMPETES Act gives NOAA broad authority for educational activities and directs NOAA to develop a 20-year strategic plan to be updated every five years. In a truly collaborative fashion, NOAA educators, staff, and leadership combined efforts with the broader education and resource management community, nongovernmental organizations, teachers, and interested citizens to produce this blueprint for NOAA's future work in education. This update of NOAA's strategic plan provides a fresh look at NOAA's programs and priorities to better reflect the broad scope of NOAA Education. This executive summary focuses on NOAA's education goals, program implementation, and evaluation and monitoring of the strategic plan. The report maintains a focus on a science-informed society and workforce development, while highlighting a unique role in safety, preparedness, conservation, and stewardship. [For the full report, see ED571869. For the previous report, &quot;Education Strategic Plan 2009-2029: Focusing on Science, Service &amp; Stewardship,&quot; see ED512909.]
Behavior Screening at Middle and High School Levels. Research to Practice Brief
Author: Lawrence, K. S.
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Screening Tests,Student Behavior,Behavior Problems,Middle School Students,High School Students,Computer Assisted Testing,Student Needs,Needs Assessment,Behavior Modification,Social Support Groups,Social Development,Emotional Development,Data Collection,Information Utilization,Predictor Variables,Discipline Problems,Referral,Suspension,Grade Point Average,Withdrawal (Psychology),Antisocial Behavior,Positive Behavior Supports

This brief describes how to use a free online behavior screener to identify student support needs in middle and high schools. Inclusive Behavior Instruction utilizes data to identify appropriate social-emotional supports for all students. The Lane et al. (2016) study demonstrated system-wide use of a free online behavior screener at the middle and high school levels to identify needs. The authors also demonstrate how to map out current supports and determine which to use based on the collected data. The authors concluded with the importance of guiding school leaders to: (1) ensure teachers are trained in the application of any behavior screening tool, how to score the tool, and how use the resulting data; (2) check local laws on systematic behavioral screening; and (3) fully inform families of the purpose and use of these data.