ethanporcaro/eric-fulltext-meta huggingface dataset:
Working Together for Children and Families: Findings from the National Descriptive Study of Early Head Start-Child Care Partnerships. Final Report. OPRE Report 2019-16
Author: Del Grosso, Patricia
Date: 2019-02-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Intervention,Child Care,Partnerships in Education,Infants,Toddlers,Educational Quality,Family Programs,Community Programs,Child Caregivers,Low Income Groups,Standards,Guidance,Training,Coaching (Performance),Feedback (Response),Instructional Materials,Teacher Student Relationship,Teacher Qualifications,Child Health,Child Safety,Documentation,Progress Monitoring,Interpersonal Relationship,Participative Decision Making,Skills,Professional Development,Credentials,Cooperative Planning,Curriculum,Grants,Salaries,Recruitment,Access to Health Care

High quality early learning experiences can promote young children's development and help to reduce achievement gaps between children from low-income families and children from more affluent families. Early care and education programs also promote parents' ability to support their children's learning, and allow parents to work or go to school. However, affordable, high quality, child care for infants and toddlers from low-income families is scarce. One strategy for improving access to high quality care for infants and toddlers is to form partnerships at the point of service delivery to build seamless systems of care and promote quality across settings. In 2015, the Administration for Children and Families (ACF) awarded 275 Early Head Start (EHS) Expansion and EHS-Child Care (EHS-CC) Partnership grants. Of these, 250 grantees received funding for EHS-CC Partnerships or funding for both EHS-CC Partnerships and EHS Expansion. The EHS-CC Partnership grants support partnerships between EHS grantees and regulated child care centers and family child care homes serving infants and toddlers from low-income families. The partnerships aim to bring together the best of both programs by combining the high quality, comprehensive, relationship-based child development and family services of EHS with the flexibility of child care and its responsiveness to the social, cultural, and work-support needs of families. To better understand the characteristics of early care and education partnerships, including the EHS-CC Partnerships, the Office of Planning, Research, and Evaluation (OPRE) in ACF commissioned a national descriptive study of EHS-CC Partnerships. Through a contract with Mathematica Policy Research, the national descriptive study provides a rich knowledge base about the characteristics of EHS-CC Partnerships and strategies for implementing partnerships in both center-based child care and family child care homes.
Effective Teacher Professional Development
Author: Darling-Hammond, Linda
Date: 2017-06-00
Type: Information Analyses
Subjects: Faculty Development,Teacher Competencies,Teaching Methods,Active Learning,Evidence Based Practice,Coaching (Performance),Feedback (Response),Communities of Practice,Course Content,Teacher Collaboration,Inservice Teacher Education,Educational Technology,Technology Uses in Education,Reading Programs,Intervention,Elementary Secondary Education

Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem-solving, effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. However, research has shown that many PD initiatives appear ineffective in supporting changes in teacher practices and student learning. Accordingly, the authors set out to discover the features of effective PD. This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. The authors identify the features of these approaches and offer rich descriptions of these models to inform those seeking to understand the nature of the initiatives. In this review, they find seven widely shared features of effective professional development. Such professional development: (1) Is content focused; (2) Incorporates active learning; (3) Supports collaboration; (4) Uses models of effective practice; (5) Provides coaching and expert support; (6) Offers feedback and reflection; and (7) Is of sustained duration. [This report was written with assistance from Danny Espinoza. For the research brief, see ED606741.]
Early Care, Early Education, and Home Visiting in American Indian and Alaska Native Communities: Design Options for Assessing Early Childhood Needs. OPRE Report 2016-49
Author: Malone, Lizabeth
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: American Indians,Alaska Natives,Child Care,Early Childhood Education,Home Visits,Needs Assessment,Evaluation Methods,American Indian Education

Providing high quality, culturally appropriate early childhood services across the prenatal to age 5 continuum is a critical policy and programmatic issue in the United States, notably among the American Indian and Alaska Native (AI/AN) population. To best support AI/AN children and families, better data will help document their needs for early childhood services, the services currently available to address these needs, and how local communities identify needs for services. These data are prerequisites for conducting an accurate national assessment of the unmet need for early childhood services in tribal communities. This report sets the framework for such a needs assessment and outlines three design options that, if conducted, would support the implementation of an AI/AN early childhood needs assessment. The report begins with a description of the framework underlying each design topic: the population of interest and the definition of early childhood needs, services, and indicators, followed by details on each of the three design topics. Each chapter addresses the key research questions for the design topic, the population of interest, measurement topics to consider when addressing the research questions, and data sources, including primary data collection or existing data sources available for secondary analysis. The report concludes with a summary of each design topic and future considerations.
Partnering to Improve the Quality of Infant-Toddler Care. Findings from the National Descriptive Study of Early Head Start-Child Care Partnerships. OPRE Report 2020-71
Author: Del Grosso, Patricia
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Early Intervention,Child Care,Partnerships in Education,Infants,Toddlers,Educational Quality,Family Programs,Community Programs,Child Caregivers,Low Income Groups,Standards,Guidance,Training,Coaching (Performance),Feedback (Response),Instructional Materials,Teacher Student Relationship,Teacher Qualifications,Child Health,Child Safety,Documentation,Progress Monitoring,Interpersonal Relationship,Participative Decision Making,Skills,Professional Development,Credentials,Cooperative Planning,Curriculum,Grants,Salaries,Recruitment,Teacher Characteristics,Access to Health Care

Prior research suggests that partnerships in early care and education have the potential to enhance the quality of care and offer comprehensive services to more children and families. This brief draws on data from the national descriptive study of Early Head Start-Child Care (EHS-CC) Partnerships to describe the activities partnerships engage in to improve the quality of services for infants, toddlers, and their families. The national descriptive study was designed to develop a rich knowledge base about the EHS programs, community-based child care centers, and family child care providers participating in a 2015 federal grants program supporting the development of EHS-CC Partnerships and aiming to increase access to high quality infant-toddler care for low-income families. The national descriptive study is the first to examine partnering EHS programs and child care providers within a national sample. The data presented in this brief provide national estimates of the quality improvement activities they engaged in through their partnerships. Additionally, this brief highlights findings from in-depth case studies of 10 EHS-CC Partnerships to illustrate some of the quality improvement opportunities and challenges they encountered. [For &quot;Working Together for Children and Families: Findings from the National Descriptive Study of Early Head Start-Child Care Partnerships. OPRE Report 2019-16,&quot; see ED606742.]
Providing Comprehensive Services to Infants and Toddlers and Their Families. Findings from the National Descriptive Study of Early Head Start-Child Care Partnerships. OPRE Report 2020-70
Author: Del Grosso, Patricia
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Early Intervention,Child Care,Partnerships in Education,Infants,Toddlers,Educational Quality,Family Programs,Community Programs,Child Caregivers,Standards,Child Health,Interpersonal Relationship,Credentials,Access to Health Care

When combined with high quality early care and education, comprehensive services are intended to support families in their role as caregivers and foster the health and well-being of children. Connecting children and families to these services is a foundational feature of the Head Start and Early Head Start (EHS) models. Partnerships between EHS and other early care and education settings hold promise for expanding access to comprehensive services for infants, toddlers, and their families. Specifically, EHS-Child Care (EHS-CC) Partnerships may extend the reach of comprehensive services to all children enrolled in partnering child care centers and family child care homes (that is, children in partnership and nonpartnership slots). This brief draws on data from the national descriptive study of EHS-CC Partnerships to describe the range of services offered to children in both partnership and nonpartnership slots and their families. The national descriptive study was designed to develop a rich knowledge base about the EHS programs, community-based child care centers, and family child care providers participating in a 2015 federal grants program supporting the development of EHS-CC Partnerships and aiming to increase access to high quality infant-toddler care for low-income families. [For &quot;Working Together for Children and Families: Findings from the National Descriptive Study of Early Head Start-Child Care Partnerships. OPRE Report 2019-16,&quot; see ED606742.]
Considering &quot;Grow-Your-Own&quot; (GYO) Models by Examining Existing Teacher Preparation Programs in Maine
Author: Jessen, Sarah
Date: 2020-04-00
Type: Reports - Research
Subjects: Teacher Education Programs,Preservice Teacher Education,Partnerships in Education,College School Cooperation,Barriers,Educational Finance,Classification,Elementary Secondary Education,Employment Opportunities,State Policy,Outcomes of Education,Teacher Recruitment

This study was conducted in order to examine Grow-Your-Own teacher preparation programs in the state. The initial project description was as follows: &quot;Describe K-12 / institutes of higher education (IHE) partnerships to &quot;Grow Your Own&quot; (GYO) teachers. How are the programs designed, what are the partner roles, and what are the perceived outcomes of this approach?&quot; GYO programs are defined as, &quot;a variety of strategies that aim to recruit teachers from local communities in hopes that the pool of candidates…will be more likely to stay teaching in the community&quot; (Valenzeula, 2017). This project used a case study research design to explore teacher preparation programs in the state of Maine. At the outset of this project, researchers at the Maine Education Policy Research Institute (MEPRI) developed a list of programs in the state that seek to develop teachers, beyond the traditional programs found in universities. Key informants for each of these programs were identified and then invited to participate in interviews for this study. Interviews were conducted in person or by video-conference with district administrators and university personnel, or other key stakeholders, who are involved in one of the identified partnerships for teacher preparation. This study has several key findings, which are broken into three overarching sections: (1) Structure of the Maine Teacher Preparation Programs; (2) Challenges and Barriers for Maine Programs; and (3) Perceived Outcomes of the Maine Programs. Overall, the study concludes that there are promising possibilities for GYO programs in Maine. While the teacher preparation programs reviewed for this study draw on some elements of GYO programs, there are places where policymakers could consider actions to support these hybrid programs and/or the establishment of true GYO programs.
Parent and Family Involvement in Education: 2019. First Look. NCES 2020-076
Author: Hanson, Rachel
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,National Surveys,Parent Participation,Family Involvement,Family School Relationship,Kindergarten,Elementary Secondary Education,Home Schooling,Public Schools,Private Schools,Communication Strategies,Meetings,Homework,Family Characteristics,Student Characteristics,Institutional Characteristics,Poverty,Parent Teacher Conferences,School Choice

This report presents data on students in the United States attending kindergarten through grade 12. The focus of the report is on parent and family involvement in the students' education during the 2018-19 school year, as reported by the students' parents. It includes the percentage of students who participated in selected family activities. Demographic information about students and families is presented, including students' poverty status and parents' education and language spoken at home, as well as school characteristics, such as school size and school type. These data represent circumstances before the implementation of coronavirus pandemic restrictions. The data for this report come from the Parent and Family Involvement in Education (PFI) Survey, administered as part of the 2019 National Household Education Surveys Program (NHES:2019). When weighted, the PFI data in this report are nationally representative of the nonhomeschooling population of students in grades kindergarten through 12, including children enrolled in public, private, and virtual schools. The total number of cases used in this report is 15,950 students, representing a population of 51.5 million nonhomeschooled students in kindergarten through grade 12. This &quot;First Look&quot; report presents selected descriptive information. The variables examined in this report are just a few of the variables that can be examined in these data; they were selected to demonstrate the range of information available from the study. The release of this report is intended to encourage in-depth analysis of the data using more sophisticated statistical methods. [For &quot;Parent and Family Involvement in Education: 2019. First Look--Summary. NCES 2020-076,&quot; see ED606749.]
Parent and Family Involvement in Education: 2019. First Look--Summary. NCES 2020-076
Author: Hanson, Rachel
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Educational Attainment,National Surveys,Parent Participation,Family Involvement,Kindergarten,Elementary Secondary Education,Communication Strategies,Family School Relationship,Parent Teacher Conferences,Meetings,Homework,Parent Attitudes,Institutional Characteristics,School Choice

This report provides a summary of the full &quot;First Look&quot; report, which presents data on students in the United States attending kindergarten through grade 12. The focus of the report is on parent and family involvement in the students' education during the 2018-19 school year, as reported by the students' parents. It includes the percentage of students who participated in selected family activities. Demographic information about students and families is presented, including students' poverty status and parents' education and language spoken at home, as well as school characteristics, such as school size and school type. These data represent circumstances before the implementation of coronavirus pandemic restrictions. The data for the report come from the Parent and Family Involvement in Education (PFI) Survey, administered as part of the 2019 National Household Education Surveys Program (NHES:2019). This summary report also presents selected findings from the study. [For &quot;Parent and Family Involvement in Education: 2019. First Look. NCES 2020-076,&quot; see ED606748.]
Households&apos; Geographic Access to Center-Based Early Care and Education: Estimates and Methodology from the National Survey of Early Care and Education. NSECE Methodology Report. OPRE Report 2016-08
Author: Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE)
Date: 2016-04-00
Type: Reports - Research
Subjects: Child Care,Early Childhood Education,National Surveys,Child Care Centers,Family (Sociological Unit),Access to Education,Geographic Location,Databases,Data Use,Research Design

This document offers a national picture of selected segments of the early care and education (ECE) market by describing how important attributes of the supply of and the demand for center-based care relate to each other. The document also provides a methodological guide for using newly available data from the National Survey of Early Care and Education (NSECE) to study local-level interactions of the supply of and demand for center-based early care and education (ECE) in the United States. For this brief the authors selected some center-based care variables characterizing the services provided to families, such as whether or not the care is full-time, whether or not parents pay for care, and whether or not infants and toddlers are served. Because of their policy relevance, they also included center-based variables that identify whether centers receive Head Start, Pre-K and/or child care subsidy (CCS) funding in order to characterize families' geographic accessibility to centers receiving public funding. The report notes a few limitations of this approach, for example, the substantial variation across clusters in the numbers of centers per cluster, and the square mileage covered by each cluster. The authors conclude with several suggestions for extensions to this approach, including incorporating a wider variety of center characteristics or home-based providers.
Visual Literacy and Teaching English: A Research on Elementary School Students
Author: Bangir Alpan, Gülgün
Date: 2020-08-00
Type: Journal Articles
Subjects: Visual Literacy,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Elementary School Students,Pretests Posttests,Grade 3,Content Analysis,Comparative Analysis,Language Tests,Retention (Psychology),Learning Activities,Psychological Patterns,Foreign Countries

The aim of this study is to investigate the effect of Visual Literacy (VL) activities on primary school students in English teaching. In the quantitative part of the study, where the mixed method and exploratory sequential pattern were used, the quasi-experimental design with pre-test and post-test control group; in the qualitative part, case study design was used. The study group consists of 36 third grade students in a public elementary school in Konya-Kulu in 2017-2018 academic year. Achievement test developed by the researcher was used for the quantitative data and semi-structured interview forms were used for the qualitative data. Descriptive statistics and t-test were used for the analysis of quantitative data, and content analysis was used for qualitative data. The English achievement of the experimental group students in which VL activities were applied was higher than the control group students in which ongoing activities were applied; in the retention test, no difference was found between the groups. Students who expressed their opinions about VL activities stated that they liked the activities but they experienced different emotions such as anxiety, self-confidence, excitement, sense of inadequacy, happiness and productivity; significant contributions to the classroom and outside the classroom. [Paper presented at the International Congress on New Trends in Education (9th, Turkey, May 11, 2018).]
National Trends in Federal Student Loan Borrowing by Income Group and First-Generation Status. The AIR Professional File, Spring 2020. Article 148
Author: Chan, Monnica
Date: 2020-00-00
Type: Reports - Research
Subjects: Student Financial Aid,Paying for College,Family Income,Parent Background,Educational Attainment,First Generation College Students,Benchmarking,Trend Analysis,Community Colleges,Two Year College Students,Debt (Financial),Minority Group Students,Undergraduate Students,White Students

Students are increasingly likely to use student loans to finance their postsecondary education. This article examines how students' use of federal loans changed from 2000 to 2016 by students' family income group and parental education level. We use logistic regression analysis and nationally representative data from the National Postsecondary Student Aid Study. We find that the odds of a student taking out a loan have converged over time across family income groups and across parental education levels, even after controlling for institutional sector and student demographic characteristics. Low-to-moderate-income students are now just as likely to borrow as are low-income students; likewise, continuing-generation college students are just as likely to borrow as are first-generation college students. Converging borrowing behavior across student groups has important implications for how we measure and benchmark college affordability. [This paper is from the 2018 NCES Data Institute.]
Literacy Design Collaborative 2016-17 Evaluation Report
Author: Wang, Jia
Date: 2017-12-00
Type: Reports - Research
Subjects: Literacy Education,College Readiness,Career Readiness,Content Area Reading,Content Area Writing,Faculty Development,Coaching (Performance),Writing Assignments,Intervention,Outcomes of Education,Teacher Education,Program Descriptions,Positive Attitudes,English,Language Arts,Science Instruction,Social Studies,History Instruction,Comparative Analysis,Instructional Leadership,Program Implementation,Elementary Secondary Education,Communities of Practice,Teacher Collaboration

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas.Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. The 2016-2017 school year was the first year of implementation, following a pilot year during which the implementation plan, instruments, data collection processes, and analytical methodologies were refined. Participants across all groups reported positive attitudes toward LDC and perceive a positive impact on student outcomes. This annual report presents an initial look at LDC implementation in the first cohort of 20 schools in a large West Coast district during their first year of implementation. Participants across all groups reported positive attitudes toward LDC and perceived a positive impact on student outcomes. Three quarters of teachers and 95% of administrators agreed that LDC helped improve students' literacy performance. At this point, there is insufficient quantitative evidence to suggest a positive LDC impact on student test scores either at the elementary or middle school level. This finding should not be surprising given the early stage of intervention, with teachers having only completed one year of the two-year implementation process.