ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention
Author: Duong, Mylien T.
Date: 2020-01-10
Type: Reports - Research
Subjects: Teacher Student Relationship,High School Students,High School Teachers,Barriers,Teacher Attitudes,Racial Differences,Faculty Development,Grade 9,Administrator Attitudes,Administrator Role,Minority Group Students,Student Needs,Teacher Competencies,Teacher Responsibility,Researchers,Attitudes,Time,Educational Resources,Skill Development,Educational Practices,Progress Monitoring,Program Effectiveness,Student Experience,Feedback (Response),Student Attitudes,Budgeting,Training,Expertise,Power Structure,Racial Bias,Ethnicity

Strong student-teacher relationships foster students' social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups. The current study gathered input from teachers, school and district administrators, and education researchers (N = 22) regarding strategies that can help teachers build relationships with high school students and to build such relationships in an equitable manner. Participants completed quantitative ratings, open-ended survey questions, and then participated in a series of focus groups. Descriptive analyses of quantitative ratings and content analysis of qualitative data examined teachers' perceptions of the value of relationships generally and equity in relationships in particular. Analyses also examined barriers to relationship building and potential strategies to address barriers. Results suggest that teachers see relationships with students as important, but they vary in the amount of time and effort they invest in relationships. Teachers may not have the requisite training or skills, particularly when dealing with students with behavioral difficulties and/or individualized needs. Some teachers have professional identities that center around their content area and may not conceptualize building relationships with students as part of their role. Finally, structural features of secondary schools and a lack of leadership support were seen as barriers to relationship building. Participants had a number of concrete suggestions for successful school-wide efforts to enhance student-teacher relationships. With regard to equity, participants did not perceive that teachers take an equity lens to relationship building. Attitudinal, systemic, and skills-related barriers to relationships with racial/ethnic minority students were named, and strategies suggested included elevating student voice. The paper concludes with a discussion of implications for future research and practice. [This is the online version of an article published in &quot;Urban Review.&quot;]
The Role of Home Literacy Practices in Kindergarten Children&apos;s Early Writing Development: A One-Year Longitudinal Study
Author: Guo, Ying
Date: 2020-04-06
Type: Reports - Research
Subjects: Kindergarten,Family Literacy,Family Environment,Literacy Education,Skill Development,Writing Skills,Independent Reading,Reading Skills,Predictor Variables,Spelling,Writing (Composition),Socioeconomic Status,Parents as Teachers,Alphabets,Learning Activities,Informal Education,Reading Habits,Independent Study

Research Findings: Home literacy practices are an important variable in the development of literacy skills among children. However, several questions regarding the relationship between home literacy practices and writing are unanswered. The objective of this correlational study is to examine the relationship between reading-related and writing-related home practices and children's writing development. Participants included 282 kindergarten children and their parents in the South and Midwest United States. Each child completed an identical battery of direct writing assessments in the fall and the spring of kindergarten. Information concerning home literacy practices was obtained through a questionnaire completed by parents during the fall of kindergarten. Multilevel model analyzes were conducted. Three major findings are reported: (1) independent reading significantly predicted children's fall letter writing, spelling, and composition skills as well as their spring spelling skills after controlling for their fall skills and family SES, (2) independent writing significantly predicted children's fall letter writing and spelling skills after controlling for family SES, and (3) the other home practices did not contribute to any fall or spring writing outcome. Practice for policy: These findings highlight the importance of independent practices related to reading and writing at home in improving children's writing. [This is the online version of an article published in &quot;Early Education and Development&quot; (ISSN 1556-6935).]
Parent&apos;s Participation in the Social Inclusion of Children with Disabilities in Bosnia and Herzegovina and Croatia
Author: Becirevic, Majda
Date: 2012-02-00
Type: Reports - Research
Subjects: Parent Participation,Social Integration,Inclusion,Disabilities,Children,Foreign Countries,Parent Attitudes,Activism,Parent Grievances,Clinical Diagnosis,Early Childhood Education,Elementary Secondary Education,Attitudes toward Disabilities,Financial Support

Young children with disabilities frequently face stigmatization; they are more prone to exclusion, abandonment and institutionalisation--often leaving their developmental needs unmet. Equally, the parents of children with disabilities can face isolation and poverty as they attempt to negotiate adequate services for their children to enable them to reach their potential. Segregated special education kindergartens and schools, although often focussed on meeting children's needs, can in fact exacerbate children's isolation in society. The Early Childhood Program at Open Society Foundations strongly advocates for inclusive access to education and children's services as outlined in the UN Convention of the Rights of Persons with Disabilities. Recognising parents as experts on the barriers to full inclusion that their children face, the Early Childhood Program believes that family involvement is paramount in promoting inclusive practices. This report on the attitudes and actions of parents of children with disabilities in Bosnia and Herzegovina and Croatia, researched by the Open University with support from the Open Society Foundations, highlights the importance of parent's organisations as a resource and support network for children and parents alike. It also emphasises the potential of parents groups to become powerful advocates for inclusive education.
Completing College, 2019 National Report. (Signature Report No. 18)
Author: Shapiro, D.
Date: 2019-12-00
Type: Reports - Research
Subjects: College Graduates,Graduation,Graduation Rate,College Freshmen,Student Characteristics,Nontraditional Students,Racial Differences,Ethnicity,Gender Differences,Majors (Students),Institutional Characteristics,Age Differences,Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools,Nonprofit Organizations,Intellectual Disciplines

The report looks at the various education pathways first-time students traversed toward a degree or certificate completion, as well as the completion outcomes for the different groups of students who followed each pathway from the fall of 2011 or the fall of 2013 through spring (June) 2019, that is, within eight years or six years of enrolling. The national completion rate counts all students who enter postsecondary education for the first time each year, enrolling full-time or part-time at two-year or four-year institutions, and completing at any U.S. degree-granting institution. It includes those who complete after transfer, not just completions at the starting institution. Thus, the results more fully capture today's students' diverse pathways to success, that increasingly involve mobility across institutions and across state lines, re-entry after stop-out, and changes in enrollment intensities. For an historical national view, this edition provides eight cohort-year trends for the six-year completion rate, as well as six cohort-year trends for the eight-year completion rate. New analyses of major fields at graduation are added for the first time in this edition.
The Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program: School Years 2012-2014
Author: Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (ED)
Date: 2018-09-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,State Aid,Grants,Limited English Speaking,Language Proficiency,Mathematics Achievement,Reading Achievement,Language Arts,Second Language Learning,State Standards,Accountability,Financial Support,Geographic Location,Immigrants,Academic Achievement,Native Language,Teacher Competencies,Technical Assistance,Surveys,Bilingual Students,Language Usage,Teacher Supply and Demand

This &quot;Biennial Report to Congress on the Implementation of the 'Title III' State Formula Grant Program, School Years 2012-14&quot; is the sixth report of states' self-reported data about English learners (ELs) receiving services in &quot;Title III&quot;-supported language instruction educational programs (LIEPs). The biennial report to Congress on the implementation of the &quot;Title III&quot; state formula grant program provides a snapshot of the status of the U.S. Department of Education's (the Department's) efforts to hold states accountable for ensuring that all ELs attain English language proficiency (ELP) and are achieving in the content areas of mathematics and reading/language arts at the same high level set by the states for all students. &quot;Title III&quot; of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;), which focuses on the specific goals of serving ELs with effective LIEPs, was first implemented upon the reauthorization of the &quot;ESEA&quot; by the &quot;No Child Left Behind Act of 2001.&quot; This report contains data reported by state educational agencies (SEAs) representing the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico related to the education of ELs for school years (SYs) 2012-13 and 2013-14. [For the fifth biennial report, see ED564284.]
Roma Early Childhood Inclusion: Overview Report
Author: Bennett, John
Date: 2012-00-00
Type: Reports - Research
Subjects: Migrants,Minority Groups,Ethnic Groups,Children,Access to Education,Early Childhood Education,Inclusion,Barriers,Equal Education,Educational Policy,Poverty,Educational Attainment,Unemployment,Child Health,Social Bias,Child Development,Infants,Preschool Children,Kindergarten,Elementary Education,Data Collection,Government Role,Citizenship,Democracy,School Readiness,Early Intervention,Womens Education,Governance,Outreach Programs,Educational Quality,Evidence Based Practice,Foreign Countries

Every European nation has ratified the UN Convention on the Rights of the Child and therefore has an obligation to protect and promote, with equity and without discrimination, the rights of all children. Yet, across Europe, the majority of poor Roma children face a challenging present and a difficult future. Their possibilities to succeed in life are severely constrained by prevailing negative attitudes towards their families and communities. From the very start of life, Roma children have reduced opportunities to develop to their full potential. The Open Society Foundations, Roma Education Fund (REF) and UNICEF have collaborated to develop the series of &quot;Roma Early Childhood Inclusion (RECI) Reports.&quot; The RECI Reports build a detailed picture of early childhood policy and provision frameworks, highlighting the barriers and opportunities for improving the access of Roma children to appropriate and high-quality early childhood services. The principal objective of the Reports was to make information and data on young Roma children's exclusion available to decision makers and key stakeholders with a view to advocate for equitable early childhood policies and programmes. Four such Reports have been prepared, one for each country: the Czech Republic, the former Yugoslav Republic of Macedonia, Serbia and Romania. This RECI Overview Report is based on the country reports and compares and contrasts respective policy contexts and service delivery models. It proposes a series of recommendations for more comprehensive and inclusive early childhood services and provides a clear agenda for action by governments. [Produced with the Roma Education Fund (REF).]
What You Make Depends on Where You Live: College Earnings across States and Metropolitan Areas
Author: Winters, John V.
Date: 2020-05-00
Type: Reports - Research
Subjects: College Graduates,Income,Education Work Relationship,Geographic Location,Metropolitan Areas,Educational Attainment,Academic Degrees,Racial Differences,Ethnicity,High School Graduates,Salary Wage Differentials,Labor Market,Profiles,Tables (Data)

This study examines how the &quot;college earnings premium&quot; (CEP)--the difference in average earnings between workers with and without college education--varies across the United States. Specifically, it compares across cities, states, and rural areas the mean earnings of workers with bachelor's degrees to those with associate degrees, with some college, and/or with high school diplomas. John Winters uses individual-level data for the years 2015 through 2017 from the American Community Survey (ACS), which includes annual income, employment, and demographic information for a representative sample of the United States population. He examines three key questions: (1) How do college earnings premiums vary across states and metropolitan areas? (2) How do earnings and college earnings premiums vary by size of metropolitan area and degree of urbanization? and (3) How do college earnings premiums vary by race and ethnicity? What makes this analysis different from previous studies is its emphasis on geographic location. Although individuals with more education typically have higher average earnings regardless of location, the magnitudes of these differences can vary substantially across geographic areas. [Foreword by Amber M. Northern and Michael J. Petrilli.]
Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. Occasional Paper. RTI Press Publication OP-0064-2004
Author: Hayes, Anne M.
Date: 2020-04-00
Type: Guides - Non-Classroom
Subjects: Students with Disabilities,Disability Identification,Change Strategies,Developing Nations,Inclusion,Screening Tests,Learning Disabilities,Visual Impairments,Hearing Impairments,Related Services (Special Education),Educational Diagnosis,Foreign Countries,Integrated Services,Resource Centers,Capacity Building,Community Services,Resource Allocation,Referral,Response to Intervention,Ancillary School Services,Elementary Secondary Education

The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population's diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, &amp; Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities--such as children with learning disabilities--remain unidentified and do not receive the academic supports they need to succeed in school (Friend &amp; Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
Using Motivational Interviewing to Improve Parenting Skills and Prevent Problem Behavior during the Transition to Kindergarten
Author: Stormshak, Elizabeth A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Parenting Skills,Kindergarten,Parent Attitudes,Teacher Attitudes,Elementary School Students,Elementary School Teachers,Behavior Problems,Grade 1,Grade 2,Intervention,Motivation Techniques,Parent Education,Parent Child Relationship,Prediction,School Readiness,Structural Equation Models,Family Programs,Student Characteristics,Behavior Change

In this study we examined the efficacy of a version of the Family Check-Up (FCU) adapted for kindergarten school entry with regard to parenting skills during the transition to school. We also examined whether improvements in parenting skills would mediate improvements in parent- and teacher-rated child behavior problems from kindergarten to second grade. The FCU is a motivational interviewing (MI) intervention designed to engage parents in treatment to improve parenting skills. Participants were parents of 365 children enrolled in one of five elementary schools in the Pacific Northwestern United States. Main and indirect effects were tested with structural equation path modeling using an intent-to-treat approach. The FCU was associated with improved change in parenting skills, and changes in parenting skills, in turn, predicted reductions in child behavior problems. Implications for embedding MI in family-centered interventions at kindergarten school entry are discussed. [This is the advance online version of an article published in &quot;Prevention Science.&quot;]
Buddha and Laozi on Happiness and Education
Author: Lee, Jeong-Kyu
Date: 2020-07-01
Type: Reports - Evaluative
Subjects: Educational Philosophy,Buddhism,Religion,Educational Theories,Psychological Patterns,Content Analysis,Moral Development,Teaching Methods,Comparative Analysis,Chinese,Asian Culture,Intuition,Holistic Approach

The purpose of this study is to explore the happiness principles and educational thoughts of Buddha and Laozi. The significance of the study is to provide the basic theories and the worthy resources of contemporary and future education, especially happiness education and moral education, for educational theorists and practitioners in the world. To discuss the paper systematically, three research questions are addressed. First, what are the happiness principles of Buddha and Laozi? Second, what are the educational thoughts of Buddha and Laozi? Third, what are significant similarities and differences between the two sages? In order to defend the research questions, a descriptive content analysis method will be used with a comparative approach. As for the limitations of the study, the principle of happiness is mainly discussed from a viewpoint of ethical philosophy, and the thought of education is reviewed from the perspective of happiness or moral education. This position paper is focused on the &quot;Dhammapada,&quot; the &quot;Dhammacakkappavattana Sutta&quot; of Buddha, and on the &quot;Tao Te Ching&quot; of Laozi. The writer in the study intends to use modern English second resources as well as the classical Chinese language. Based on the research results, the author asserts that the current society centered on highly scientific and pragmatic knowledge may be thrown into confusion or despair, unless we encourage intuitive and holistic education approaches which Buddha and Laozi suggested in their scriptures.
In-Service STEAM Teachers&apos; Perceptions of Using Game-Based Learning in Primary and Secondary Instruction in the Bahamas
Author: Pinder, Patrice Juliet
Date: 2018-06-30
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Game Based Learning,STEM Education,Teaching Methods,Educational Benefits,Learning Disabilities,Art Education

Very few studies on game-based learning (GBL) have been conducted within the Caribbean/West Indies, particularly studies of a mixed-methods nature examining in-service K-12 STEAM teachers' perspectives. This study addresses the aforementioned gap and explores the benefits of employing GBL as a teaching strategy in primary (elementary) and secondary schools within the Bahamas where no research has been conducted in the area of GBL. This study utilizes a mixed-methods approach and is made of a quantitative questionnaire for teachers and interviews with teachers. Thirty-nine teachers completed the quantitative questionnaire and 29 teachers participated in the interview session. Teachers were drawn from the Bahamas' first National Science, Technology, Engineering, the Arts, and Mathematics (STEAM) GBL Mini-Conference. Data findings from the teachers' completed questionnaire and interviews should begin to fill in the research gap as it relates to GBL in the Bahamas and the Caribbean.
Data for Students: The Potential of Data and Analytics for Student Success. Research Brief. RTI Press Publication RB-0023-2003
Author: Leu, Katherine
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Learning Analytics,Postsecondary Education,Academic Achievement,Graduation Rate,Data Use,Educational Technology,Feedback (Response),Integrated Learning Systems,Equal Education

Postsecondary education is awash in data. Postsecondary institutions track data on students' demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.