ethanporcaro/eric-fulltext-meta huggingface dataset:
It Takes a Community: Leveraging Community College Capacity to Transform the Early Childhood Workforce
Author: Kaplan, Marnie
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Community Colleges,Early Childhood Education,College Role,Preschool Teachers,Educational Quality,Educational Innovation,State Policy,Associate Degrees,College Transfer Students,Bachelors Degrees,Graduate Study,Teacher Certification,Alternative Teacher Certification,Faculty Development,Two Year College Students,Graduation,Educational Policy,Access to Education,Practicums,Remedial Instruction,English Language Learners,Student Financial Aid,Academic Advising,Prior Learning,College Credits

Over the past decade, educators and policymakers have sought to increase the number of students pursuing and completing postsecondary credentials. Community colleges play an important role in efforts to increase the percentage of Americans with postsecondary education. Community colleges play an important role in educating the early childhood workforce today--and will continue to do so for the foreseeable future. Thus it is important to ensure that community college early childhood programs are high quality, provide the supports that early childhood workers need to successfully complete degrees, and enable graduates to successfully transition to four-year degree programs. To maximize the value of community colleges in developing both the current and future early childhood workforce, policymakers and advocates need a clear understanding of the roles that community colleges currently play in preparing and developing early childhood workers and the quality of existing programs, as well as a clear vision for the role that these institutions should play going forward. This paper seeks to help early childhood stakeholders understand the role that community colleges play in preparing and developing early childhood workers and the challenges they face in doing so. First, it provides an overview of the current state of community college early childhood programs, the students they serve, and the outcomes they produce. Then it highlights models of innovative strategies--at both the institution and state policy level--to help early childhood educators succeed in community college programs and go on to obtain higher levels of credentials. Finally, it offers recommendations for community college leaders, early childhood advocates, and policymakers seeking to maximize the potential of community colleges to support professional development and credential attainment for early childhood educators.
Primetime for Coaching: Improving Instructional Coaching in Early Childhood Education
Author: O'Keefe, Bonnie
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Coaching (Performance),Early Childhood Education,Faculty Development,Preschool Teachers,Early Intervention,Educational Research,Child Development,Models,Educational Policy,Federal Programs,State Programs

Coaching is an individualized approach to professional development where educators work towards specific teaching goals with support and feedback from a designated colleague or expert. Coaching appears to be increasingly common in early childhood education (ECE) classrooms, and a number of local, state, and federal policy initiatives over the past five years have promoted coaching as a strategy to improve early childhood program quality. It is still evolving, and ECE practitioners and policymakers should understand different trends, goals, and frameworks for coaching so they can make informed choices. This paper considers ECE coaching programs and research at the state, local, and federal level, for educators of children ages birth to five, with a particular focus on Head Start programs. It summarizes what is known about coaching in ECE and shares some of the challenges, lessons, and opportunities emerging from research and program experiences. Then it recommends how early learning program leaders, policymakers, funders, and researchers can encourage and implement coaching more effectively.
Trading Coursework for Classroom: Realizing the Potential of Teacher Residencies
Author: LiBetti, Ashley
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,On the Job Training,Mentors,Knowledge Base for Teaching,Educational Policy,Costs,Nontraditional Education,Educational Change,Educational Quality,Program Development,Accreditation (Institutions),Standards,Educational Innovation,Accountability,Case Studies,Program Descriptions,Alternative Teacher Certification

In a teacher residency, candidates receive almost all of their training in their future job site: They spend at least a year in a pre-k through 12 classroom under the guidance of a highly effective mentor teacher. This on-the-job experience is complemented by coursework that is tightly linked to and builds upon their experiences in the classroom. At the end of the residency, residents have deep theoretical and practical knowledge that equips them to become the teacher of record in their own classroom. However the current policies, norms, and practical circumstances governing teacher preparation severely restrict the potential of residencies--in their expansion, effectiveness, and impact--while grossly inflating their cost. It does not need to be that way. Residencies are an incredible opportunity to change the way teachers learn their craft. To realize the potential of residency programs, the field needs to dramatically shift its approach to teacher preparation quality. Specifically, the field must shift away from the current prescriptive, compliance-focused regime with little grounding in research and toward an environment that incentivizes a program's individual evolution and nimbly responds to advances in research. This report puts forth that to achieve this: (1) Accreditation and approval processes must make space for new preparation program models and innovations within current models; (2) Quality standards must be based in research; and (3) Residencies must hold themselves accountable for quality. Taken together, these recommendations seek to create an environment that is more hospitable to residencies, but is designed to similarly benefit all teacher preparation programs, including traditional models.
New Jersey Kids Count 2014: A Statewide Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Well Being,Children,Family Income,Housing,Homeless People,Hunger,Elementary Secondary Education,Preschool Education,Family Structure,Graduation Rate,Child Health,Health Insurance,Infants,Child Behavior,Child Welfare,Child Abuse,Child Neglect,Foster Care,Adoption,Adolescents,Young Adults,Poverty,Early Parenthood,Juvenile Justice,Immigrants,Demography,Violence,Substance Abuse,Standardized Tests,College Entrance Examinations,Diseases,Sexually Transmitted Diseases

Each year, New Jersey Kids Count provides a statewide view of how New Jersey's children are faring, with the goal of providing comprehensive information to assist local, county, and state leaders--and the broader public--in setting priorities for the state's limited resources. This annual snapshot of child well-being is intended to inform policymakers and the public of the progress and challenges to ensuring the health, welfare, and safety of all children. Following an introduction, this report contains seven sections: (1) The State of Children and Families, including data on births and family structure; (2) The State of Family Economics, including data on median family income, housing, and food security; (3) The State of Early Care and Education, including data on PK-12 enrollment, homeless students, and high school graduation rates and SATs; (4) The State of Child Health, including data on uninsured children, infant and child deaths, and child behavioral health; (5) The State of Child Protection, including data on abused and neglected children, safety in foster care, and adoptions; (6) The State of Teens and Young Adults, including data on youth in poverty, births to teens, and juvenile justice; and (7) The State of Immigrant Families, including data on foreign-born children and language among children in immigrant families. Data sources and technical notes are attached.
Music Matters
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Music Education,Learner Engagement,Academic Achievement,Outcomes of Education,Psychomotor Skills,Brain,Creativity,Short Term Memory,Vocabulary Development,Critical Thinking,Thinking Skills,Mathematics Achievement,Educational Research,Attention,Persistence,Reading Achievement,English Instruction,Language Arts,Second Languages,Self Esteem

Building on the first release of &quot;Music Matters&quot; in 2011 (see ED541070), the Arts Education Partnership has reviewed multiple research studies identified within ArtsEdSearch -- the national clearinghouse of rigorous arts education research -- to explore the importance of music on student learning outcomes. The body of evidence that identifies music's positive impact on student success continues to grow and support the findings that music education: (1) Equips students with foundational skills to learn by enhancing fine motor skills, preparing the brain for achievement, fostering superior working memory and vocabulary,and cultivating critical thinking skills; (2) Bolsters student engagement and achievement in other academic subjects by facilitating learning of other subjects, advancing math achievement, boosting proficiency in reading, language arts, and second languages, and impacting positive engagement in school; and (3) Develops the abilities essential for lifelong success by sharpening attentiveness, strengthening perseverance, equipping students for creativity, and supporting self-esteem and social and cultural identities. [Additional support for preparation of this brief was provided by the CMA Foundation.]
Principal Attrition and Mobility: Results from the 2016-17 Principal Follow-Up Survey. First Look. NCES 2018-066
Author: Goldring, Rebecca
Date: 2018-07-00
Type: Numerical/Quantitative Data
Subjects: Principals,Faculty Mobility,Public Schools,Tables (Data),Elementary Secondary Education,Lunch Programs,Intention,Retirement Benefits,Employment Patterns,Bullying,Administrator Role,Teacher Evaluation,Institutional Characteristics,Administrator Characteristics,Work Environment,Job Satisfaction,Race,Ethnicity,Salaries,Academic Degrees,Educational Attainment,Tenure,Enrollment,Parent Participation

This report presents selected findings from the Public School Principal Status Data File of the 2016-17 Principal Follow-up Survey (PFS). The PFS is a nationally representative sample survey of public K-12 schools in the 50 states and District of Columbia and was initiated to inform discussions and decisions regarding principal attrition and mobility among policymakers, researchers, and parents. Schools with a principal who returned a 2015-16 National Teacher and Pricipal (NTPS) principal questionnaire were included in the PFS sample. The PFS consisted of only one item and, between school and principal responses, had a response rate of about 95 percent. To facilitate analysis, this item and variables derived from it were added to the NTPS Public School Principal Data File. The 2016-17 PFS assessed how many school principals in the 2015-16 school year still worked as a principal in the same school in the 2016-17 school year, how many had moved to become a principal in another school, and how many had left the principalship altogether. This 2016-17 principal status variable is used in conjunction with 2015-16 NTPS school and principal characteristics for the analyses in this First Look report.
Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability
Author: Shogren, Karrie A.
Date: 2018-05-08
Type: Reports - Research
Subjects: Program Evaluation,Program Implementation,Intervention,Self Determination,Goal Orientation,Elementary School Students,Secondary School Students,Intellectual Disability,Transitional Programs,Outcomes of Education,Supported Employment,Late Adolescents

This study examined the differential impact of implementing the &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI) alone with implementing the SDLMI combined with &quot;Whose Future Is It?&quot; with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U. S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to impact employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI only group reported significant increases in their self-determination scores from baseline to the end of the year and teachers of students in the SDLMI only group saw students' goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + &quot;Whose Future Is It?&quot; group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed. [This is the in press version of an article published in &quot;Research and Practice for Persons with Severe Disabilities.&quot;]
Responding to the Leandro Ruling. The Public School Forum&apos;s Study Group XI
Author: Public School Forum of North Carolina
Date: 2005-03-00
Type: Reports - Evaluative
Subjects: Constitutional Law,School Law,Court Litigation,Educational Finance,Accountability,Compliance (Legal),Educational Planning,Educational Improvement,State Government,Program Implementation,Teacher Recruitment,Teacher Persistence,Finance Reform,Capacity Building,State Aid,Teaching Conditions,Access to Education,Governance,Staff Development,Education Service Centers,State Agencies,Nonprofit Organizations,State Boards of Education,Agency Cooperation,Partnerships in Education,Coaching (Performance),Teacher Salaries,Expenditure per Student,Needs Assessment

The focus of the Forum's eleventh Study Group report is assessing what it will take for the state to respond to the court's findings in the decade-old Leandro lawsuit, a suit that challenged, among other things, the constitutionality of the state's current system of financing schools. The essence of the court's ruling is that: The state, as judged by its own system of holding schools accountable, is not meeting its constitutional obligation to ensure that all young people have an opportunity for a sound basic education. The Supreme Court decision to uphold the Leandro case will potentially have a profound impact on schools in North Carolina. The Public School Forum spent over six months examining the steps it will take to bring the state into compliance with the State Constitution. The Forum has determined that what has been lacking is a comprehensive, research-based, master plan for improving schools and insuring all young people the opportunity for a sound basic education. To bring the state's educational program into compliance with the constitution, such a plan is needed, as is the will and the fortitude to stick with the plan over time. This report outlines the necessary elements of such a plan which include: (1) Strengthening the Capacity of the State to Respond to the Court Ruling; (2) Implementing a Comprehensive Teacher Recruiting &amp; Retention Plan; and (3) Overhauling School Funding Policies. To address the question of how could, or should, the state respond to the Leandro decision, a study group was organized into three working committees that addressed the following questions: (1) Does the state currently have the capacity to fulfill its constitutional obligation? What needs to be done to give the state the capacity to meet its obligations?; (2) Is the current state system of funding schools sufficient to ensure that all young people have an opportunity for a sound basic education and what could be done to strengthen the state's funding system?; and (3) What steps must the state take to ensure that all young people are taught by qualified, capable teachers? Over the course of six months, each working committee met frequently. This report details 18 recommendations which are the result of those deliberations.
The Effect of Motivational Factors on English Achivement in an Intensive English Course: Evidence from a Military University
Author: Jodaei, Hojjat
Date: 2012-09-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Instruction,Military Personnel,Young Adults,Males,Questionnaires,Foreign Countries,Second Language Learning,Individual Differences,Affective Behavior,Student Motivation,Student Attitudes,Self Determination,Rewards,Attribution Theory,Neurology,Biology,Academic Achievement

This study investigated the effect of motivational factors on English achievement in an intensive English course. The participants consisted of 41 Iranian male military staff, with the age range from 21 to 28. The participants filled a translated and adapted version of the mini-Attiude Motivation Test Battery (a=0.70). Factor analysis of the questionnaire yielded four principal variables namely, motivation, integrativeness, organizational influence, and anxiety. Descriptive statistics indicated that the military staff were highly motivated in learning English and had low English learning Anxiety. It also suggested that the military organization was not so much supportive in learners' studying English. Furthermore, path analysis indicated that integrativeness predicted the motivation to learn English positively, and that motivation was a positive predictor of English achievement, whereas organizational influence was a negative predictor of English achievement. This study confirmed that motivation is the single most influential factor of language learning achievement, all other things being equal. Finally, based on the current study a path analytic model of L2 motivation was proposed.
Beyond Subitizing: Symbolic Manipulations of Numbers
Author: Olkun, Sinan
Date: 2015-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Achievement,Academic Ability,Learning Disabilities,Grade 1,Grade 2,Grade 3,Grade 4,Elementary School Mathematics,Achievement Tests,Scores,Numbers,Mathematics Skills,Numeracy,Mathematical Concepts,Foreign Countries,Computation,Age Differences

This study tested the hypothesis that subitizing ability may cause achievement differences in mathematics especially for students with mathematics learning disabilities. Students from 1st through 4th grade were applied to curriculum based math achievement tests (MAT). Based on MAT scores, they were divided into four groups as Mathematics Learning Disorder (MLD) risks, low achievers (LA), typical achievers (TA), and high achievers (HA). All students were asked randomly and canonically arranged dot enumeration tasks with 3 through 9 dots. Median response times (MRT) were calculated for each task and plotted for each grade level and task types. There were virtually no differences in MRTs for number 3 and 4. On the other hand, the MLD risk group spent relatively more time on enumerating canonically arranged dots from 5 through 9. Results provided more support for the claim that rather than subitizing, numerosity coding mechanisms or the type of symbolic quantity manipulations is different in children with different mathematical achievements especially the lower group, the MLD risk group
Principals&apos; Application of Management Support Practices for Enhancing Teachers Job Performance in Secondary Schools in Enugu State, Nigeria
Author: Egboka, Patience Ndidi
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Secondary Schools,Public Schools,Questionnaires,Faculty Development,Teacher Collaboration,Teaching Conditions,Secondary School Teachers,Administrator Surveys,Teacher Effectiveness

The study ascertained principals' application of management support practices for enhancing teachers' job performance in secondary schools in Enugu State. Two specific purposes were formulated and two research questions guided the study. Descriptive survey design was adopted for the study. The target population of the study comprised all the 291 principals in public secondary schools in Enugu State. Simple random sampling technique was used to sample 146 principals for the study. A 13 items researcher developed instrument titled; Principals' Application of Management Support Practices Questionnaire (PAMSPQ) was used for data collection. The instrument was face validated by three research experts. The Cronbach alpha was used to determine the reliability of the instrument which yielded a high reliability coefficient value of 0.77. Data analysis was done using mean and standard deviation. The findings revealed among others that principals do not apply professional development practices for enhancing teachers' job performance by not; involving teachers in collaborative teaching method to enable them share knowledge and new teaching strategies, sponsoring teachers' on conferences to enable them withstand the challenges brought about by change and innovation, and granting study leave for teachers to go for refresher courses. Hence, it was recommended among others that principals should partner with relevant stakeholders to promote teachers professional development through organizing annually seminars, workshops, sponsoring teachers on conferences and embarking on continuous training so as to improve teachers instructional delivery. Conclusion was drawn based on the findings.
What School Leaders Can Do to Increase Arts Education
Author: Arts Education Partnership
Date: 2018-07-00
Type: Guides - Non-Classroom
Subjects: Art Education,Principals,School Administration,Educational Environment,Time Management,Resource Allocation,Educational Objectives,Budgeting,Parent Participation,Integrated Curriculum,Faculty Development,Communities of Practice,Personnel Selection,Community Involvement,Federal Aid,Federal Legislation,Educational Legislation,School Schedules,Educational Facilities,After School Programs,School Community Relationship,Elementary Secondary Education

Learning in and through the arts helps develop the essential knowledge, skills and creative capacities all students need to succeed in school, work and life. As building-level leaders, school principals play a key role in ensuring every student has access to high-quality and equitable arts learning as part of a well-rounded education. This guide offers three concrete actions school principals can take to increase the arts in education in their schools: (1) establish a schoolwide commitment to arts learning; (2) create an arts-rich learning environment; and (3) examine the use of time and resources. Each action is supported by low-cost or no-cost strategies that school leaders have used and found effective -- whether it's beginning an arts or arts-integration program where none exists, strengthening an existing program or preserving an arts program against future cuts. While many of the strategies are drawn from elementary schools, they are likely to be applicable in a variety of grade levels. [For the 2011 version of this report, see ED541071.]