ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Mathematics in the Early Years and Key Stage 1. Guidance Report
Author: Clark, Amy
Date: 2020-01-24
Type: Guides - General
Subjects: Mathematics Skills,Young Children,Early Childhood Education,Teaching Methods,Mathematics Instruction,Learning Processes,Holistic Approach,Manipulative Materials,Number Concepts,Concept Formation,Prior Learning,Teacher Competencies,Interdisciplinary Approach,Small Group Instruction,Evidence Based Practice,Skill Development,Developmentally Appropriate Practices,Geometry,Spatial Ability,Numeracy,Computation,Arithmetic,Self Management,Metacognition,Childrens Literature,Mathematical Logic,Play,Student Evaluation,Puppetry,Instructional Materials,Teacher Aides,Foreign Countries,Faculty Development,Educational Quality

&quot;Improving Mathematics in the Early Years and Key Stage 1&quot; reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds. Recommendations include integrating maths into different activities throughout the day -- for example, at registration and snack time -- to familiarise children with maths language and make the most of the school day. It also highlights that story and picture books can be a powerful tool for engaging children with basic maths concepts, while board games (such as Snakes and Ladders) are particularly beneficial to developing understanding of numbers. Based on the best available international research -- and drawing on the expertise of teachers and academics -- this report is packed with examples and case studies to support practitioners. [For the companion report &quot;Improving Mathematics in Key Stages Two and Three. Guidance Report,&quot; ED612294. This guidance is also informed by a practice guide created by the What Works Clearinghouse &quot;Teaching Math to Young Children&quot; (ED544376).]
Teacher Attrition and Mobility over Time. CALDER &quot;Flash&quot; Brief No. 23-0421
Author: Goldhaber, Dan
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Faculty Mobility,Public School Teachers,Trend Analysis,Unemployment

Numerous stories raise concerns that as the pandemic ends, there might be a rash of public school teachers that opt to leave teaching. Will a recovering economy combined with an extremely challenging school year lead to very high levels of teacher attrition just when school recovery efforts are kicking into high gear? Of course, it is too soon to know, but a look at the history can help gauge the magnitude of what might be expected in terms of teacher attrition. The authors do this using more than three decades of administrative data on the entire teaching workforce in Washington state. In this report, the authors plot several different measures of teacher attrition and mobility over time in Washington and see how these vary with the annual unemployment rate in the state. In particular, the authors examine data from the 1984-85 school year to the 2020-21 school year and calculate the proportion of teachers who, in the following year: (1) leave their schools and the state's public school workforce entirely; (2) leave their current teaching position for a non-teaching position within the state's public school systems; and (3) leave their school for another public school teaching position in the state. There are of course unique elements to transition from a pandemic, but 35 years of history would suggest it is unlikely to see increases of attrition of more than a percentage point or two. Is this a concern? For sure! But it also might be an exaggeration to think of this as a mass exodus.
Contextual Interference Effects in Early Assessment: Evaluating the Psychometric Benefits of Item Interleaving
Author: Albano, Anthony D.
Date: 2020-08-00
Type: Journal Articles
Subjects: Context Effect,Test Items,Preschool Children,Computer Assisted Testing,Educational Assessment,Early Childhood Education,Item Response Theory,Test Theory,Psychometrics,Test Reliability

Research has shown that the context of practice tasks can have a significant impact on learning, with long-term retention and transfer improving when tasks of different types are mixed by interleaving (abcabcabc) compared with grouping together in blocks (aaabbbccc). This study examines the influence of context via interleaving from a psychometric perspective, using educational assessments designed for early childhood. An alphabet knowledge measure consisting of four types of tasks (finding, orienting, selecting, and naming letters) was administered in two forms, one with items blocked by task, and the other with items interleaved and rotating from one task to the next by item. The interleaving of tasks, and thereby the varying of item context, had a negligible impact on mean performance, but led to stronger internal consistency reliability as well as improved item discrimination. Implications for test design and student engagement in educational measurement are discussed.
Using the First Principles of Instruction and Multimedia Learning Principles to Design and Develop In-Game Learning Support Videos
Author: Kuba, Renata
Date: 2021-00-00
Type: Reports - Research
Subjects: Educational Games,Game Based Learning,Physics,Educational Principles,Multimedia Instruction,Video Technology,Science Instruction,Instructional Effectiveness,Middle School Students,High School Students,Educational Technology,Computer Games,Computer Uses in Education

Over three years, our research team has designed various learning supports for promoting content knowledge and solving game levels. In this case study, we examined the optimal design and the evaluation of learning support videos for a physics educational game. Often studies focus on investigating the effects of research-based principles without a systematic examination of the design and development processes. Thus, comprehensive design descriptions and recommendations for developing effective in-game learning supports are scarce in the literature. This study comprises two stages: design and evaluation. In the design stage, we collaborated with two physics experts to design and iteratively revise 18 learning support videos. We applied the First Principles of Instruction (Merrill, 2002) to create instructional strategies and multimedia learning principles (Mayer, 2017) to develop the videos and help learners engage in cognitive processing. In the evaluation stage, we presented the videos to 14 students to gather feedback on their perceptions and, in the following year, examined the effectiveness of the final videos with 263 students. Results revealed that, among all supports, the videos were the only support that significantly predicted posttest scores and game levels completed and viewing patterns did not affect game enjoyment. We conclude with a discussion of our experiences and recommendations to contribute to the foundation of designing in-game learning supports. [This is the in press version of a paper that will be published in &quot;Educational Technology Research and Development.&quot;]
Skills Development and Climate Change Action Plans: Enhancing TVET&apos;s Contribution. Education 2030
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Climate,Ecology,Sustainability,International Cooperation,Vocational Education,Role of Education,Sustainable Development,Citizenship Responsibility,Job Skills,Foreign Countries,School Business Relationship,Global Approach,Change Strategies,Industry,Conservation (Environment)

Climate change is an ongoing process that, at the current pace of such activities, cannot be avoided. Tools have been proposed to deal with climate change focus on adaptation and mitigation. Strengthening national and international awareness of and commitment to reducing the impact of climate change has become the only viable option to ensure the sustainability of life on Earth. The Paris Agreement entered into force in 2016 with the aim of bringing all nations together in a common goal of combating climate change and adapting to its impacts. According to the Agreement, every party should submit a climate plan laying out its adaptation and mitigation targets. Technical and vocational education and training (TVET) has the potential to play significant roles in these plans. The smooth transition to green societies and economies relies on amongst others the knowledge, skills and competencies to promote sustainable development. Effective education and training for sustainable development pivots on governance and vision, and the ability to empower people in an inclusive manner to act in favour of sustainable development. It also relies on the ability to train, upskill, reskill and empower those that can take advantage of the job growth and job creation potential in a changing economy. This discussion paper compiles and reviews relevant information regarding the country submissions (Nationally Determined Contributions and National Communications) which lay out adaptation plans and the policies created in fifty-seven selected countries. The aim is to summarize key information that can help assess the ongoing and potential contribution of TVET to the realization of these plans. The analysis made through this discussion paper has helped to generate a set of approaches for climate change adaption, through the education and training lens. These approaches can be used to advance the discussion in strengthening the technical and vocational skills development component in country climate adaptation plans. [This report was written in collaboration with Uthpala Sankalpani.]
Bottom Line. Intervention Report. Transition to College Topic Area. NCEE 2021-013
Author: What Works Clearinghouse (ED)
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Low Income Students,High School Students,College Students,Student Financial Aid,College Applicants,Educational Counseling,College Choice,Program Effectiveness,College Attendance,Educational Attainment,Academic Persistence,At Risk Students,Minority Group Students,Academic Advising,Career Readiness,College Readiness,Transitional Programs,Paying for College,Student Adjustment,Program Costs,Racial Differences,Ethnicity,Gender Differences,Instructional Program Divisions,African American Students,Hispanic American Students,Asian American Students

&quot;Bottom Line&quot; provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of &quot;Bottom Line's&quot; target colleges which they identified as providing a high-quality education at an affordable price, &quot;Bottom Line&quot; continues to provide regular support to students on campus for up to six years. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of &quot;Bottom Line&quot; on enrolling and progressing in college. The WWC identified two studies of &quot;Bottom Line,&quot; one of which meets WWC standards. The evidence presented in this report is from one study of the impact of &quot;Bottom Line&quot; on high school and college students--including African-American, Hispanic, and Asian students--based in Boston, New York City, and Worcester, Massachusetts. [For &quot;Bottom Line. Intervention Brief. Transition to College Topic Area. NCEE 2021-013,&quot; see ED612307. For &quot;Bottom Line. Intervention Snapshot. Transition to College Topic Area. NCEE 2021-013,&quot; see ED612308.]
Bottom Line. Intervention Brief. Transition to College Topic Area. NCEE 2021-013
Author: What Works Clearinghouse (ED)
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Low Income Students,High School Students,College Students,Student Financial Aid,College Applicants,Educational Counseling,College Choice,Program Effectiveness,College Attendance,Educational Attainment,Academic Persistence,At Risk Students,Minority Group Students,Academic Advising,Career Readiness,College Readiness,Transitional Programs,Paying for College,Student Adjustment,Program Costs,Racial Differences,Ethnicity,Gender Differences,Instructional Program Divisions,African American Students,Asian American Students,Hispanic American Students

&quot;Bottom Line&quot; provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of &quot;Bottom Line's&quot; target colleges, which they identified as providing a high-quality education at an affordable price, &quot;Bottom Line&quot; continues to provide regular support to students on campus for up to six years. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of &quot;Bottom Line&quot; on enrolling and progressing in college. The WWC identified two studies of &quot;Bottom Line,&quot; one of which meets WWC standards. The evidence presented in this report is from one study of the impact of &quot;Bottom Line&quot; on high school and college students--including African-American, Hispanic, and Asian students--based in Boston, New York City, and Worcester, Massachusetts. This intervention brief provides an overview of the full report. [For &quot;Bottom Line. Intervention Report. Transition to College Topic Area. NCEE 2021-013,&quot; see ED612306. For &quot;Bottom Line. Intervention Snapshot. Transition to College Topic Area. NCEE 2021-013,&quot; see ED612308.]
Bottom Line. Intervention Snapshot. Transition to College Topic Area. NCEE 2021-013
Author: What Works Clearinghouse (ED)
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Low Income Students,High School Students,College Students,Student Financial Aid,College Applicants,Educational Counseling,College Choice,Program Effectiveness,College Attendance,Educational Attainment,Academic Persistence,At Risk Students,Minority Group Students,Academic Advising,Transitional Programs,Paying for College,Program Costs,Racial Differences,Ethnicity,Gender Differences,African American Students,Hispanic American Students,Asian American Students

&quot;Bottom Line&quot; provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of &quot;Bottom Line's&quot; target colleges, which they identified as providing a high-quality education at an affordable price, &quot;Bottom Line&quot; continues to provide regular support to students on campus for up to six years. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of &quot;Bottom Line&quot; on enrolling and progressing in college. The WWC identified two studies of &quot;Bottom Line,&quot; one of which meets WWC standards. The evidence presented in this report is from one study of the impact of &quot;Bottom Line&quot; on high school and college students--including African-American, Hispanic, and Asian students--based in Boston, New York City, and Worcester, Massachusetts. This intervention snapshot provides a brief summary of the full report. [For &quot;Bottom Line. Intervention Report. Transition to College Topic Area. NCEE 2021-013,&quot; see ED612306. For &quot;Bottom Line. Intervention Brief. Transition to College Topic Area. NCEE 2021-013,&quot; see ED612307.]
Programmes to Practices: Results from a Social &amp; Emotional School Survey
Author: Wigelsworth, Michael
Date: 2020-01-00
Type: Reports - Research
Subjects: Foreign Countries,Social Emotional Learning,Elementary School Students,Institutional Characteristics,Lunch Programs,Elementary School Teachers,Training,Elementary School Curriculum

The main aim of this report is to present the results of a survey administered to primary school staff in England. The goal of the survey was to increase understanding of how Social and Emotional Learning is viewed and implemented in schools. This survey was administered online during March 2019. All primary schools in England were contacted, but participation was voluntary. A total of 621 schools agreed to take part out of 781 that visited the survey website, making up a 79.51% overall response rate. The majority of respondents had the main job title &quot;deputy head&quot; (48%), followed by &quot;SENCO (Special Education Needs Coordinator)&quot; (25%) and &quot;head-teacher&quot; (10%), with other roles making up the rest of the sample. All nine regions in England are represented in the sample; however, they are not uniformly distributed, with regional composition varying from 6.8% to 22.3% of the total sample. Regarding school characteristics, 78% of schools have between 101 and 500 enrolled pupils and the average percentage of pupils currently eligible for Free School Meals was 23.87% (s.d. 18.58), with varying levels across regions. In this report the main results are presented and briefly discussed. For details of the full questionnaire, see the appendix section. [For the related guidance report, see ED612290. For the related evidence review, see ED612292.]
The Virginia Plan for Higher Education: 2020 Annual Report
Author: State Council of Higher Education for Virginia
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Strategic Planning,State Programs,Educational Objectives,Educational Attainment,Access to Education,Distance Education,Academic Achievement,Achievement Gap,Public Colleges,Disproportionate Representation,Educational Finance,Student Costs,State Aid,Economic Progress,Social Mobility,Education Work Relationship,COVID-19,Pandemics,Program Effectiveness

The State Council of Higher Education for Virginia (SCHEV) has a codified responsibility to develop the Commonwealth's state-level strategic plan for higher education and to review The Plan every six years to ensure its relevance in addressing critical issues. In 2019, to fulfill a Code requirement and more important, to identify the main near- and long-term issues facing higher education, SCHEV began the review of the current Plan. The project staff spent a year reviewing quantitative data and suggestions and comments from an array of stakeholders. The process included a look at &quot;The Virginia Plan in Action (2014-2020),&quot; identifying accomplishments over the last six years and where efforts should be focused moving forward. Such analysis shaped the resultant new plan - &quot;Pathway to Opportunity: The Virginia Plan for Higher Education,&quot; which sets forth goals and strategies to address critical issues and includes measures to assess progress toward those goals. Much progress has been made since 2014, and although higher education continues to face many challenges, this report illustrates how The Virginia Plan's programs have benefited higher education policy and programs. [For &quot;The Virginia Plan for Higher Education: Annual Report for 2019,&quot; see ED604673. For &quot;Pathways to Opportunity: The Virginia Plan for Higher Education,&quot; see ED612339.]
Can We Learn from Student Mistakes in a Formative, Reading Comprehension Assessment?
Author: Liu, Bowen
Date: 2019-00-00
Type: Reports - Research
Subjects: Formative Evaluation,Reading Comprehension,Story Reading,Test Construction,Progress Monitoring,Error Patterns,Reading Skills,Multiple Choice Tests,Test Reliability,Test Validity,Item Response Theory

This paper describes an on-going project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low-scoring students based on patterns of mistakes, and a reading efficiency index. Instead of two response types for each multiple-choice item, correct and incorrect, each item has three response types: correct and two incorrect response types. Prior results on reliability, convergent and discriminant validity, and predictive utility of mistake subscores are briefly described. The three-response-type structure of items required re-thinking the IRT modeling. IRT-modeling results are presented, and implications for formative assessments and instructional use are discussed. [This paper was published in &quot;Journal of Educational Measurement&quot; v56 p815-835 2019 (EJ1236256).]
Support Understanding of Algebra by Using Multiple Strategies to Solve Problems. Learning about Algebra at Home: Evidence-Based Tips for Parents and Caregivers
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Algebra,Problem Solving,Teaching Methods,Parent Participation,Mathematics Activities,Mathematics Instruction

Parents and caregivers can use the activities in this report to help youth learn to solve algebra problems using different strategies. Knowing different strategies for solving algebra problems may help your child approach algebra problems with confidence. Children could apply the most appropriate strategy for a particular problem or could try a different strategy if getting the solution is still challenging. These tips for parents and caregivers are based on the &quot;Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students Practice Guide.&quot; [For the practice guide, see ED555576.]
Cases of EFL Teachers and Students towards Educational Inspection in Turkey: A Qualitative Inquiry
Author: Karanfil, Ferhat
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,English (Second Language),Inspection,Educational Quality,Educational Change,Principals,High School Teachers,Observation,Feedback (Response),Teaching Methods,Teaching Conditions

The inspection program is a crucial element of the education system and has a significant role in improving education quality. In Turkey, there may be a need for reform in the education inspection program to upgrade an efficient inspection. The Ministry of Education (MoNE) does not employ inspectors anymore. The duties of inspectors are undertaken by school principals or vice-principals. Along with the fact, the school principals are not trained for inspection and may not have the proficiency/educational/operational background to perform these duties. The current study explored the role of education inspection currently performed by school principals. Data were collected through semi-structured interviews and focus group interviews and field notes. The participants of the study were English teachers from different institutions and learners from a high school. The findings revealed that teachers and students have different suggestions regarding educational inspection. There are often inconsistencies in inspection, teachers are observed and may not receive post-observation feedback. Branch expertise of inspectors is needed to offer better insight into teaching. The student participants offered that the teachers should be observed by inspectors on their effective use of engaging teaching methods and trained accordingly. Besides, students described inequalities regarding education in Turkey and offered that inspection practices should bring equity in educational settings. This study offers some implications for MoNE and school principals.