ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Head Start Preschool Children&apos;s Executive Function, Early Literacy, and Numeracy Learning in the Midst of the COVID-19 Pandemic. EdWorkingPaper No. 22-555
Author: Lynch, Kathleen
Date: 2022-10-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Children,Low Income Groups,Federal Programs,Pandemics,COVID-19,School Readiness,Executive Function,Numeracy,Emergent Literacy,Alphabets,In Person Learning,Comparative Analysis,Scores,Computer Assisted Testing,Parent Participation,Attendance,Parent Child Relationship,Parent Attitudes,Achievement Gains,Rating Scales,Tests

The COVID-19 pandemic's impact on preschool children's school readiness skills remains understudied. This research investigates Head Start preschool children's early numeracy, literacy, and executive function outcomes during a pandemic-affected school year, using a novel virtual assessment methodology. Study children (N = 336; mean age = 51 months; 46% Hispanic; 36% Black Non-Hispanic; 52% female) in a network of Head Start centers in four states (Nevada, New Jersey, Pennsylvania, and Wisconsin) experienced low in-person preschool exposure compared to national pre-pandemic norms. However, study children experienced fall to spring score gains during the pandemic-affected year of 0.05 SD in executive function, 0.27 SD in print knowledge, and 0.45-0.71 SD in early numeracy skills, growth not outside the general range of that observed in pre-pandemic research studies. For two of the three early numeracy domains measured, spring test score outcomes were stronger among children who attended more in-person preschool. We discuss implications for future research and policy.
Fighting with Infinity: A Proposal for the Addition of New Terminology
Author: Brekkee, Gail D.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Language Usage,Definitions,Linguistics,Vocabulary

This paper proposes the addition of two new terms, &quot;afinite&quot; and &quot;unfinite&quot; to supplement the current terminology of &quot;finite&quot; and &quot;infinite.&quot; The restrictions of the current terminology used in science, math, and linguistics result in inaccurate conclusions. The new terms are defined both linearly and through the medium of a Punnett Square, and explained through both theoretical and applied uses. Articles using only the traditional terms reveal the shortcomings of using two narrowly defined terms. Using four terms, instead of the traditional two, results in more accurate and truthful knowledge. This paper does not attempt to determine whether specific theories, including Cantor's set theory, Baye's Theorem, or Chomsky's Discrete Infinity Theory are correct or incorrect: it simply argues for the addition of two new terms in order to more accurately define ideas. [For the complete proceedings, see ED625798.]
Educational Change: The View from Within
Author: Shelley, Tami
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Teacher Role,Faculty Development,Trust (Psychology),Teamwork,Teacher Attitudes,Class Size,Teacher Collaboration,Teacher Leadership,Technology Integration,Information Technology,Administrator Role,Teacher Administrator Relationship,Change Strategies,Change Agents,Organizational Change,Private Schools,Teaching Experience,Instructional Leadership

The process of change and its effect is documented in this dissertation research project through the eyes of classroom teachers and the effect that the changes had on them personally, practically, and professionally. The three areas of simultaneous systemic change were: reduction of class size, technology integration, and collaborative leadership of teachers. The following research questions were explored in this study: What are the teachers' perceptions of their contribution to implement and sustain change? What intellectual and emotional work must teachers do to successfully implement and sustain change? What supports do teachers need when implementing and sustaining change? The researcher conducted interviews with each teacher following a series of constructed questions. The themes that emerged from the interviews were: (1) clarifying the proposed change and the role of the teacher in change, (2) clarifying the role of the administrator in change, (3) supporting through professional development and pacing of change, (4) building trust and team membership. The findings from this study provide valuable insight into change for teachers and administrators. The participants in this study brought to life the complexities and needs of educators embarking on change. Based on its findings, this study recommends that further investigation into teacher self-efficacy and emotional intelligence in the change process be conducted. The results of this study suggest that it is valuable for administrators to invest time in the study of the change process. The change process within a school is complex for teachers and all involved. Change is personal and change within an organization is often slow. Addressing the complexities and focusing on the needs of those involved can dramatically influence in a positive manner the experience and outcome of the change process and the culture in which it takes place. [For the complete proceedings, see ED625798.]
Implementation of the Instructional Practices Inventory -- Technology Process with Fidelity: The Impact on Technology Use and Student Cognitive Engagement
Author: Wallace-Spurgin, Mekca
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Rural Schools,High School Teachers,Teacher Collaboration,Scoring Rubrics,Educational Technology,Technology Integration,Institutional Characteristics,Learner Engagement,Learning Processes,Teaching Methods,Technology Uses in Education,Educational Quality,Teacher Attitudes,Information Seeking,Material Development,Student Attitudes,School Districts,Measurement Techniques

A small rural high school committed to becoming a high-tech school. However, data collected using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. One year after the initial rollout of the devices, faculty collaborative sessions were planned and facilitated within one week of collection data. Teachers: (1) became familiar with the IPI-T Rubric and Protocols; (2) analyzed and discussed the data; (3) identified high-quality examples of student learning that foster student engagement with technology; (4) designed high-quality lessons that foster student engagement with technology; and (5) compared longitudinal data and set goals for future data collection using the IPI-T tool. An analysis of the data revealed when implementing the IPI-T process with fidelity teacher and student technology use increased as did student cognitive engagement when using technology. In addition, it was found that students use technology for information searches the majority of the time rather than media development or to collaborate among peers for example, which are associated with higher-levels of cognitive engagement. [For the complete proceedings, see ED625798.]
Teacher Shortages: A Unifying Framework for Understanding and Predicting Vacancies. EdWorkingPaper No. 22-684
Author: Edwards, Danielle Sanderson
Date: 2022-11-00
Type: Reports - Research
Subjects: Teacher Shortage,Prediction,Guidelines,School Districts,Instructional Program Divisions,Intellectual Disciplines,Geographic Regions,Institutional Characteristics,Work Environment,Teaching Conditions,Teacher Persistence,Faculty Mobility,Teacher Salaries,Comparative Analysis,Elementary Secondary Education,Teacher Supply and Demand

We develop a unifying conceptual framework for understanding and predicting teacher shortages at the state, region, district, and school levels. We then generate and test hypotheses about geographic, grade level, and subject variation in teacher shortages using data on teaching vacancies in Tennessee during the fall of 2019. We find that teacher staffing challenges are highly localized, causing shortages and surpluses to coexist. Aggregate descriptions of staffing challenges mask considerable variation between schools and subjects within districts. Schools with fewer local early-career teachers, smaller district salary increases, worse working conditions, and higher historical attrition rates have higher vacancy rates. Our findings illustrate why viewpoints about, and solutions to, shortages depend critically on whether one takes an aggregate or local perspective. [The Tennessee Education Research Alliance provided financial and technical support of this work.]
On the Same Page? Administrator and Faculty Views on What Shapes College Learning and Student Success
Author: Finley, Ashley
Date: 2022-00-00
Type: Reports - Research
Subjects: Higher Education,Administrator Attitudes,Teacher Attitudes,Undergraduate Study,Academic Achievement,Outcomes of Education,Equal Education,Goal Orientation,Achievement Gap,Success,Labor Needs,Curriculum Design,Educational Assessment

Based on a national survey of higher education professionals across campus roles and institutional types, this report examines how undergraduate learning and student success are shaped by an institution's common learning outcomes and commitment to equity, as well as by specific educational experiences and assessment practices. The findings indicate divergences in views among stakeholder groups and striking levels of uncertainty among faculty members, in particular, with regard to a range of campus practices and areas of emphasis. The report also demonstrates a consensus across all stakeholder groups on the importance of certain mindsets, aptitudes, and dispositions as essential outcomes of college, in addition to a dearth of goal-setting to close equity gaps.
Opportunity to Learn, Responsibility to Lead
Author: Aspen Institute, Education & Society Program
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Public Education,State Policy,Student Experience,Democracy,Educational Environment,Equal Education,Access to Education,Partnerships in Education,Elementary Secondary Education,Postsecondary Education,Vocational Education,Data Collection,Data Use

The overwhelming majority of families rely on public education for a foothold in the American Dream, making it perhaps the most consequential expression of America's core value of opportunity for all. State policymakers are the constitutional stewards and primary funders of America's public schools. They have the awesome responsibility of guiding public education toward its noble and essential mission of opportunity for all. Through standards, data systems, funding, accountability expectations and learning supports, as well as many other decisions, state policy significantly shapes and influences whether students have access to the opportunities they need and deserve. This report presents a set of principles for state leaders to advance an opportunity agenda through public education. Principles 1-3 directly address instruction and the student experience; principles 4-6 focus on important enabling conditions; and principles 7-9 address the state role in ensuring opportunities to learn. State leadership is essential to connect the things that students need and deserve to what public education provides. Accounting for opportunity is essential to reflect what is known about how people learn, and to ensure public education meets its obligation to provide opportunity to all. Pandemic disruptions make it especially timely for state policymakers to audit the policy and information ecosystem regarding opportunities to learn; an orientation toward the future is essential to address disruptive changes coursing through democracy, economy, and American society overall.
Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM)
Author: Sims, Wesley A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Classroom Techniques,Faculty Development,Psychometrics,Interrater Reliability,Self Efficacy,Teacher Evaluation,Teacher Behavior,Elementary School Teachers,Self Concept Measures

Effective classroom management is of critical importance to the success of universal, Tier I supports and services. Unfortunately, teacher-reported deficits in classroom management training are well documented. In response, use of professional development activities such as consultation, coaching, and on-going performance feedback emphasizing skill-building have proliferated. The Direct Behavior Rating-Classroom Management (DBR-CM) was developed to facilitate screening and formative data collection to drive these activities. This study presents the background, development, and preliminary psychometric evidence for the DBR-CM. Specifically, this study examined inter-rater reliability and concurrent validity in support of the DBR-CM. Findings are promising with inter-rater reliability approaching or exceeding acceptable agreement levels and significant correlations noted between DBR-CM scores and concurrently completed measures of teacher classroom management behavior and perceived self-efficacy. Implications for use and future research are discussed, including further validation and refinement of the DBR-CM and its use within indirect, consultative service delivery.?[This article was published in &quot;Journal of Educational and Psychological Consultation&quot; (EJ1293543).]
Patterns of Psychopathology in Children with ADHD: A Latent Profile Analysis
Author: Ostrander, Rick
Date: 2008-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Psychopathology,Profiles,Symptoms (Individual Disorders),Behavior Problems,Child Behavior,Elementary School Students

This study used latent profile modeling (LPA) with a community sample that included an enriched sampling of children (aged 6-11) diagnosed with attention deficit/hyperactivity disorder (ADHD) (N=271). Six classes of ADHD emerged from our LPA; only 17% of children fell into a class without significant co-occurring symptoms. In addition, nearly half of children were assigned to classes that could not be reliably distinguished using existing &quot;DSM-IV&quot; subtypes. For the most part, each of the classes was clearly differentiated from a sample of community controls and had clinical diagnoses and child self-reports that were consistent with expectations given by their latent profile of symptoms. Although each of the respective classes of ADHD had elevated levels of hyperactivity and/or attention problems, the current findings suggest that an exclusive reliance on these dimensions is a largely inadequate method of subtype classification. To the contrary, our findings suggest that ADHD subtypes can be more reliably partitioned based on the degree to which they display disruptive behavior, internalizing symptoms, or both. [This article was published in &quot;Journal of Clinical Child &amp; Adolescent Psychology&quot; (EJ817374).]
Unlocking College: Strengthening Massachusetts&apos; Commitment to College in Prison. Position Paper
Author: Boston Foundation
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Educational Opportunities,Correctional Education,Correctional Institutions,Race,Equal Education,Recidivism,Colleges,Money Management,College Instruction,Program Development,Correctional Rehabilitation,Postsecondary Education,Educational Policy

Prepared for the Boston Foundation and signed onto by nearly two dozen representatives from across the political spectrum, &quot;Unlocking College: Strengthening Massachusetts' Commitment to College in Prison&quot; explores the landscape of educational opportunities in Massachusetts prisons. The report finds that despite evidence that educational opportunities improve racial equity and reduce recidivism, Massachusetts program face systemic challenges that have prevented program expansion. Addressing these issues is a moral and economic imperative - and it is a path a number of other states with both liberal and conservative leaders have already taken. The second half of the report explores lessons Massachusetts could take from these other states to create a broader system that complements the state's notable efforts to reduce the overall prison population statewide. Allowing college-in-prison programs to grow within the Massachusetts Department of Corrections would be the first, best step in the process, saving money and unlocking greater opportunities for thousands of people in the state.
The Economic Value of America&apos;s Community Colleges. Main Report
Author: American Association of Community Colleges (AACC)
Date: 2022-07-00
Type: Reports - Research
Subjects: Community Colleges,Labor Force,Economic Impact,Outcomes of Education,Employment Level,Economic Development,Alumni,Educational Finance,Student Costs,Income

Over the years, students gained new skills, making them more productive workers, by studying at America's community colleges. Today, millions of these former students are employed in the U.S. The accumulated impact of former students currently employed in the U.S. workforce amounted to $898.5 billion in added income for the U.S. economy in fiscal year (FY) 2019-20, which is equivalent to supporting 10.7 million jobs. For further perspective, this means that one out of every 18 jobs in the U.S. is supported by the activities of the colleges' former students. The additional income of $898.5 billion created by America's community colleges is equal to approximately 4.1% of the total gross domestic product (GDP) of the U.S. This report assesses the impact of the increased alumni productivity of America's community colleges on the national economy and the benefits generated by the colleges for students, taxpayers, and society. The results of this study show that America's community colleges create a positive net impact on the U.S. economy and generate a positive return on investment for their main stakeholders.
Teacher Retention in Early College High Schools and Texas STEM Academies: Understanding the Positive Impacts of College and Career Readiness School Models. EdWorkingPaper No. 23-700
Author: Knight, David S.
Date: 2023-01-00
Type: Reports - Research
Subjects: Teacher Persistence,Educational Environment,High Schools,Postsecondary Education,Academic Achievement,Faculty Mobility,Teacher Student Relationship,College Readiness,STEM Education,Teaching Models

A stable learning environment is critical to high school reforms aimed at promoting postsecondary educational success. High teacher attrition can disrupt stable learning environments by uprooting student-teacher relationships and harming school climate. Educational leaders need greater understanding of how college readiness reforms alter learning environments generally, and teacher retention in particular. We study teacher turnover in two Texas College and Career Readiness School Models (CCRSM), called Early College High Schools and inclusive Science, Technology, Engineering, and Math Academies. We find (a) CCRSM schools have lower teacher turnover compared to traditional public high schools, (b) charter versions of CCRSM schools have higher turnover, but (c) non-CCRSM charters have the highest overall teacher turnover. We discuss implications for improving high school-based college readiness reforms.
Integrating Literacy and Science Instruction in High School Biology: Impact on Teacher Practice, Student Engagement, and Student Achievement
Author: Greenleaf, Cynthia
Date: 2009-12-00
Type: Reports - Research
Subjects: Biology,Science Instruction,Literacy Education,Interdisciplinary Approach,Periodicals,Books,Fiction,High School Students,Learning Processes,Reading Achievement,African American Students,Hispanic American Students,Comparative Analysis,Student Attitudes,Faculty Development,Reading Instruction,Textbooks,Teaching Methods,Outcomes of Education,Correlation,Institutional Characteristics,Financial Support,Academic Language,Science Achievement,Achievement Gap,Assignments,Teacher Attitudes,Standardized Tests,Scores,Apprenticeships

This study investigates the effects of integrating literacy instruction with biology coursework on high school student learning. It would investigate the relationship between the growth in reading achievement and biology learning. It will target schools serving especially large populations of African American and Latino students. The project will include use a randomized experimental design with multiple measures of student learning, classroom observations, surveys, and interviews for validating quantitative results. The researchers have consulted research studies of reading practices. The project would create a professional development reading apprenticeship program to prepare teachers. Teachers will also be provided with funds to supplement their textbooks with science magazines, trade books, and fiction related to biology topics in the state curriculum frameworks. The study will occur in cities of California. Teachers will be assigned to immediate or delayed intervention randomly assigned to treatment and control groups.
The Perfect Storm: How the Confluence of Generational Wealth Gaps, Gender and Racial Pay Gaps, and the COVID-19 Pandemic Exacerbated Student Loan Debt for Women of Color. Issue Brief
Author: American Association of University Women (AAUW)
Date: 2022-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Minority Group Students,Females,Student Loan Programs,Debt (Financial),Undergraduate Students,Student Experience,Racial Differences,Disproportionate Representation,Racism,Wages,Economic Impact,African Americans,Hispanic Americans,Whites,Loan Default

During the COVID-19 pandemic, undergraduate enrollment dropped by nearly 10%. Yet those who are attending college are still shouldering a hefty financial burden. This issue brief examines a survey of 1,521 women in New York City to learn more about their experiences with student loan debt during the pandemic. The results indicate glaring disparities in who accumulates student loan debt, with women of color encountering the greatest challenges due to the combination of wealth gaps, gender and racial pay gaps, and the economic instability caused by the pandemic. Black women (41%) and Hispanic women (43%) are far more likely to pay for school with federal student loans than white women (28%). After graduation, the combined effect of the gender wage gap and the racial wealth gap make it harder for Black women and Hispanic women to repay their loans.
Examining the Efficacy of Career &amp; College Clubs: Documenting Increases in Skills and Postsecondary Education Knowledge. ACT Research Report. 2022-09
Author: McVey, Jill
Date: 2022-09-00
Type: Reports - Research
Subjects: High School Students,Clubs,Career Readiness,College Readiness,Program Effectiveness,Curriculum Evaluation,Knowledge Level,Postsecondary Education,Academic Aspiration,Intention,Social Emotional Learning,Skill Development,Grade Point Average

This study was done in collaboration with the National Council for Community and Education Partnerships (NCCEP) and Alliance College-Ready Public Schools (Alliance). This report, the second in the series, Examining the Efficacy of Career &amp; College Clubs, explores how changes in the college readiness areas of social and emotional skills, knowledge of postsecondary education, and education intentions were related to growth in cumulative student grade point average (GPA) in 11th-grade students. The students in this study come from a cohort of over 900 Alliance students enrolled in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) who have taken the Career &amp; College Clubs (CCC) curriculum beginning in 9th grade. The results of this study demonstrate that the college readiness skills learned in the CCC curriculum increased significantly in students during their first three years of high school and predicted student grade point average (GPA). [For the first report, &quot;Examining the Efficacy of Career &amp; College Clubs: Initial Results and Implications for Practitioners. Research Report R2144,&quot; see ED616476.]