ethanporcaro/eric-fulltext-meta huggingface dataset:
Better Feedback for Better Teaching: A Practical Guide to Improving Classroom Observations
Author: Archer, Jeff
Date: 2016-00-00
Type: Guides - General
Subjects: Feedback (Response),Teacher Effectiveness,Observation,Teacher Evaluation,Training,Evaluators,Interrater Reliability,Video Technology,Capacity Building,Data Use,Training Methods

In this book the authors explain how to build, and over time improve, the elements of an observation system that equips all observers to identify and develop effective teaching. It is based on the collective knowledge of key partners in the Measures of Effective Teaching (MET) project--which carried out one of the largest-ever studies of classroom observations--and of a community of practitioners at the leading edge of implementing high-quality observations in the field. From this experience, the authors have unpacked how to build the necessary skills, how to build the capacity to provide quality training, and how to collect and use data to ensure that observations are trustworthy. This book is for anyone whose work affects the quality of observation and feedback. Each chapter includes several features to support readers in turning ideas into action. These are to help practitioners answer for themselves how they can build and improve the elements of a quality observation system, by considering what such a system needs to accomplish and how others have developed a set of practices that does so. [This eBook was published by Jossey-Bass, a Wiley Brand.]
Students with Growth Mindset Learn More in School: Evidence from California&apos;s CORE School Districts. Working Paper
Author: Claro, Susana
Date: 2019-10-00
Type: Reports - Research
Subjects: Student Development,Social Development,Emotional Development,Skill Development,Elementary School Students,Middle School Students,Achievement Gains,Language Arts,Mathematics Achievement,Self Efficacy,Academic Achievement,Student Motivation

While the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills distribute across student subgroups. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students in California districts, this paper describes growth mindset gaps across student groups, and confirms, at a large scale, the predictive power of growth mindset for achievement gains, even with unusually rich controls for students' background, previous achievement, and measures of other social-emotional skills. Average annual growth in English language arts and math corresponding to differences between students with fixed and growth mindset in a same school and grade level is 0.07 and 0.05 standard deviations respectively, after adjusting for students' characteristics and previous achievement. This estimate is equivalent to 48 and 35 additional days of learning.
Ohio Underfunds Public Colleges and Universities. Issue Brief
Author: van Lier, Piet
Date: 2019-09-16
Type: Reports - Evaluative
Subjects: Educational Finance,Financial Support,State Policy,Educational Policy,Higher Education,Public Colleges,State Aid,Tuition,Access to Education,Low Income Students,Fees

People who complete college or community college earn higher incomes, often much higher, than those with only a high school degree on average. They also have much lower rates of unemployment and are less likely to be in poverty. But Ohio policymakers aren't providing the funding higher education needs to reach that ambitious goal -- instead, legislators continue to shortchange the state's public colleges and universities and economic future. Ohio's insufficient support for higher education does not align with the state's goal that 65% of Ohioans attain a degree, certificate, or other postsecondary workforce credential of value. High tuition deters students from pursuing degrees or credentials and makes it extremely difficult for Ohio students, especially low-income students, to complete their degrees.
Supporting Inclusion of Students with Severe Disabilities
Author: Scott, Jennifer C.
Date: 2017-06-29
Type: Information Analyses
Subjects: Inclusion,Students with Disabilities,Severe Disabilities,Expectation,Relevance (Education),Curriculum,School Safety,Student Needs,Educational Environment,Daily Living Skills,Academic Education,Federal Legislation,Equal Education,Educational Legislation,Access to Education,Public Schools,Elementary Secondary Education

Inclusion for students with disabilities have become more prevalent in school districts throughout the United States. However, students with more significant needs and disabilities continues to be a controversial topic among educators and policymakers. This article discusses the support of inclusion for students with more severe needs by discussing the unreasonable expectations for students with severe disabilities within an inclusion classroom, the relevance of content, the availability of a more functional curriculum, and a safety. A review of the literature was done though Google Scholar, ProQuest, and ERIC and discovered a number of scholarly articles. To a degree, students with more significant disabilities deserve to be educated with their non-disabled peers in a safe environment that can provide a functional and academic curriculum.
A Comparative Examination of the Family-Based Early Intervention Programs Developed in Turkey and in the USA in the Last Decade
Author: Yazici, Dila
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Intervention,Family Programs,Early Childhood Education,Child Development,Child Rearing,Special Schools,Disabilities,At Risk Persons,Advocacy,Parenting Skills,African Americans,Premature Infants,Intervention,Foster Care,Well Being,Interaction,Parent Child Relationship,Body Weight,Health Promotion,Hispanic Americans,Mothers,Children,Acquired Immunodeficiency Syndrome (AIDS),Alcohol Abuse,Homeless People,Obesity,Prevention,Physical Activity Level,Body Composition,Autism,Imitation,Child Behavior,Interpersonal Relationship,Visual Impairments,Cultural Differences

Starting to be implemented as of the 1960s, early intervention programs are frequently employed at the present time. Researchers develop and implement early intervention programs in various subjects and areas. These programs may be family-based, school-based, community-based, or a combination of them. This study aimed at comparing the early intervention programs developed in the USA and in Turkey in the last decade in terms of duration, implementers, participants, implementation process, assessment tools, and effects.
The Canary in the Gold Mine: The Implications of Marin&apos;s Rising Pension Costs and Tax Revolt for Increasing Education Funding
Author: Melnicoe, Hannah
Date: 2019-11-00
Type: Reports - Research
Subjects: Educational Finance,Finance Reform,Taxes,Retirement Benefits,Costs,County School Districts,Teacher Salaries,Teacher Recruitment,Funding Formulas,Public Opinion,Case Studies,Educational Trends,Retrenchment

Voters in Marin County have long been willing to pass parcel taxes to fund their schools. In 2016, taxes faced unprecedented opposition from local activists; taxes in Kentfield and Mill Valley were defeated or passed by previously unheard-of narrow margins, respectively. What changed? This case study uses district financial and demographic data as well as interviews and focus groups with advocates and education leaders to answer this question. It was clear that: (1) The current financial situation is not sustainable. Because of rising pension costs, other rising costs, and factors such as declining enrollment, Marin districts are making cuts to services or plan to do so in the near future; (2) There is a tension between teacher compensation and recruitment. Despite their financial constraints, districts feel immense pressure to increase teacher salaries in order to recruit and retain teachers in high-cost Marin County. Increasing pension costs are diminishing the flexibility afforded by the Local Control Funding Formula (LCFF) to fund local programs and priorities; (3) There is strong support for teachers and programs for students, but even in Marin County, where the community is engaged and well-informed, there is limited public awareness of district flexibility to respond to the impacts of rising pension costs; and (4) Due to growing concern that dollars are not reaching schools, but instead being used to fund pensions, parcel taxes have faced increasing opposition in Marin County. This case study also offers lessons for local and state education leaders, including: (1) Districts facing real and unavoidable cost increases simply need more funding; (2) Education leaders must continue to build awareness of the impact of rising pension costs, and work together to identify solutions; and (3) Given the increasing vulnerability of local taxation, state and local advocates should prioritize a statewide funding solution. With this report, the authors aim to build deeper understanding among policymakers, advocates, and state and local decision-makers about the funding challenges felt by local school districts, and how these challenges are affecting students, educators, and the broader community. This report sheds light on how these local pressures are playing out in Marin County and is meant to provide one illustrative case study and share insights and lessons learned that may be instructive to state and local leaders as they seek to improve education funding and quality in California.
EFL Learners&apos; Views towards the Activities of Reading to Confirm Expectations
Author: Kilickaya, Ferit
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,English (Second Language),Reading Attitudes,Reading Processes,Reading Strategies,Expectation,Story Reading,Reading Motivation,Reading Instruction,Teaching Methods,Foreign Countries,High School Graduates,Young Adults

In real-life contexts, when we read anything, be it a newspaper article or a supermarket brochure, we usually have some reasons and expectations about what we are going to read or we want to know something because we are just curious. Rarely do we read without any purpose and expectations, and we often know something about the topic that we are going to read about. In the classroom, then, learners can be provided with a context before they read a text so that they will have some idea about what they will read and what to expect from the text. This paper aims to discuss the preliminary findings of a small-scale study conducted to determine the views of 50 EFL learners at A2 level towards reading to confirm expectations. The study lasted 7 weeks, during which the participants were asked to respond to guess the answers to four questions, or complete a KWL chart before they read each story. The results of the study indicate that this technique appears to provide learners with a purpose to read and increase their motivation and interest as well as to contribute to their predicting skills. [This paper was published in: M. G. Zorba (Ed.), &quot;Proceedings of the 5th International Language, Culture and Literature Symposium: Tribute to Associate Professor Hüseyin Öz (April 24-26, 2019 Antalya/Turkey)&quot; (pp. 66-72). EngLangLit: Englishes, Languages &amp; Literatures.]
Supporting Continuous Improvement at Scale
Author: Baron, Kathryn
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Change Strategies,Systems Approach,Cooperative Learning,Teacher Participation,Educational Practices,School Effectiveness,Mathematics Achievement,Program Effectiveness,School Districts,Elementary Schools,Equal Education,Theory Practice Relationship,State Programs

Continuous improvement is a holistic and research-based approach to education grounded in the belief that every system is designed to achieve the results it gets; therefore, change must be systemwide, not piecemeal. California is a national leader in the continuous improvement movement that is spreading throughout local school districts as well as state and county offices of education. At its annual conference in February 2019, PACE convened a panel of California educators working on the cutting edge of continuous improvement. In this brief, they share their stories and lessons learned.
Implementation and Impact of a Web-Based Activity and Testing System in Community College Algebra
Author: Hauk, Shandy
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Community Colleges,Two Year College Students,College Mathematics,Algebra,Mathematics Achievement,Mathematics Tests,Developmental Studies Programs,Mathematics Instruction,Web Based Instruction,Instructional Effectiveness,Fidelity

Most community college students in the U.S. must complete at least one developmental class, such as elementary algebra, before they can enroll in a college-level mathematics course. Increasingly common in such courses is the use of a web-based activity and testing system (WATS). This report presents initial results of a mixed-methods study of elementary algebra learning among 510 students in the classes of 29 instructors across 18 community colleges. Instructors were randomly assigned to use a particular WATS (treatment condition) or their usual approach (control condition). The focal WATS had adaptive problem sets, hints, and videos. Treatment group instructors had access to online support for implementation. For the study, students completed common pre- and post-tests and instructors regularly provided information about their teaching practices. The early results reported here indicate that greater instructor fidelity to developer intentions regarding frequency of assignments are positively associated with greater student learning. [This paper was published in: A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), &quot;Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, San Diego, California,&quot; 2018.]
Mission HydroSci: A Next Generation Science Standards Aligned Virtual Environment
Author: Wulff, Eric P.
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Academic Standards,Alignment (Education),Middle School Students,Computer Games,Game Based Learning,Computer Uses in Education,Water,Science Instruction,Persuasive Discourse,Instructional Effectiveness,Virtual Classrooms

This study explores middle school student learning of Next Generation Science Standards aligned content and practices associated with use of an innovative virtual learning environment. The learning environment, a computer-based game called Mission HydroSci (MHS), was developed with the aim of supporting student learning of water systems science along with the practice of scientific argumentation. Teachers implemented MHS within their science classrooms as a replacement unit for water science over a period of two weeks. Pre- and post-test data were collected from 633 students across ten schools. Data included an assessment of water systems content and a test of argumentation competencies. Students demonstrated positive and statistically significant changes in water systems understandings and argumentation; however, the effect sizes were modest. These results have informed several revisions to the MHS learning environment including modifications to the argumentation platform within the game and additional attention to key water systems concepts.
Delivering the Incredible Years® Dina Treatment Program in Schools for Early Elementary Students with Self-Regulation Difficulties
Author: LaForett, Doré R.
Date: 2019-06-19
Type: Reports - Research
Subjects: Kindergarten,Grade 1,Grade 2,Early Childhood Education,Intervention,Program Implementation,Program Effectiveness,Self Control,Student Behavior,Behavior Modification,Urban Schools,Rural Schools,Educational Resources,Satisfaction,Teacher Attitudes,Counselor Attitudes,Parent Attitudes,Barriers,Evidence Based Practice,Behavior Problems,Mental Health,Comprehensive School Health Education,Attention Deficit Hyperactivity Disorder,Parent Participation,Questionnaires,Job Satisfaction,Socioeconomic Influences,Low Income Groups

The purpose of this paper is to describe the implementation of an evidence-based treatment, the Incredible Years® (IY) Small Group Dina Dinosaur Treatment program, as delivered in elementary schools to address the needs of children in kindergarten through second grade with self-regulation difficulties. Adaptations for school-based delivery of 17 intervention groups across three cohorts and 11 schools from an ongoing randomized controlled trial are described and implementation data including qualitative feedback from school stakeholders are presented. Results show that, with implementation supports, this adapted model can be delivered in schools with fidelity comparable to the clinic-based model, although several activities were delivered at lower dosage in the low-income urban schools as compared with low-income rural or better resourced schools. Satisfaction among school counselors, teachers, and parents was consistently high. Implementation challenges include logistics such as space and scheduling, program fit with school practices and policies, use of specific treatment strategies such as time-out within the school context, capacity of school personnel to deliver the program, and selection of students and group composition. Lessons learned can inform adaptation and delivery of other evidence-based clinic treatments in school settings. [This paper was published in &quot;Evidence-Based Practice in Child and Adolescent Mental Health&quot; 2019.]
Make Rural America&apos;s &quot;Higher Education Deserts&quot; Bloom. New Ideas for a Do-Something Congress. No. 5
Author: Kim, Anne
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Access to Education,Higher Education,Rural Areas,Educational Innovation,Grants,Rural Education

As many as 41 million Americans live in &quot;higher education deserts&quot; -- at least half an hour's drive from the nearest college or university and with limited access to community college. Many of these deserts are in rural America, which is one reason so much of rural America is less prosperous than it deserves to be. The lack of higher education access means fewer opportunities for going back to school or improving skills. Congress should work to eradicate higher education deserts. This report discusses how higher education &quot;deserts&quot; are handicapping rural America. The goal is to eradicate higher education deserts and ensure every rural American has higher education access. While it is unrealistic to establish a new college, community college, or university in every rural area that needs one, emerging models for delivering higher education potentially offer a creative, cost-effective and effective alternative. These new models can also expand the ability of workers to obtain high-quality occupational credentials, which in many instances are likely to be more practical, affordable and desirable than pursuing a two-year or four-year degree.
The Incredible Years® Programs for ADHD in Young Children: A Critical Review of the Evidence
Author: Murray, Desiree W.
Date: 2017-07-10
Type: Reports - Research
Subjects: Program Effectiveness,Early Intervention,Attention Deficit Hyperactivity Disorder,Young Children,Preschool Children,Family Programs,Outcomes of Treatment,Behavior Problems,Evidence

This study evaluated the effectiveness of Incredible Years® (IY) programs for ADHD in children aged 3-8 years based upon a systematic literature review. Effects of IY programs for children with or at-risk for ADHD are examined in addition to the impact on ADHD behaviors in young children identified as having conduct problems or disruptive behavior. Search strategies identified 17 publications reflecting 11 unique intervention studies, including three with samples demonstrating elevated ADHD symptoms or meeting criteria for ADHD. Effects on ADHD outcomes, primarily parent report, were positive and comparable to those seen for conduct problems; benefits were also seen on social skills. Smaller and more variable effects were seen on observational measures and teacher reports. The overall methodological strength of this literature was relatively strong, although lack of fidelity measurement is a weakness. Using criteria established by the American Psychological Association's Division 53 (Society of Clinical Child and Adolescent Psychology), the IY Basic Parent Program may be considered Probably Efficacious for young children at-risk for ADHD. In addition, the combined IY parent and child treatment programs can be considered Possibly Efficacious for children aged 4-6 with ADHD, based on one study by the developer with a diagnosed sample. [This paper was published in &quot;Journal of Emotional and Behavioral Disorders&quot; v26 n4 p195-208 Dec 2018 (EJ1196807).]
The Implications of Sacramento City Unified&apos;s Ongoing Budgetary Challenges for Local and State Policy
Author: Hahnel, Carrie
Date: 2019-11-00
Type: Reports - Research
Subjects: Budgets,State Policy,School Districts,Case Studies,Comparative Analysis,School District Spending,Costs,Health Services,Declining Enrollment,Special Education,Labor Relations,Teacher Salaries,Academic Support Services,School Personnel,Barriers,Talent,Faculty Mobility,Educational Opportunities,Special Needs Students,Equal Education,Educational Finance,Public Education,Elementary Secondary Education,Financial Problems

Sacramento City Unified School District (SCUSD), California's thirteenth largest school district, faces a looming deficit and must make significant budget adjustments to avoid state intervention. This case study explores how the district reached this point, how its finances compare with other districts in Sacramento County, and what the implications are for students, particularly those with the greatest needs. It finds that: (1) Many of SCUSD's troubles can be linked to broader issues affecting districts across the state, including declining enrollment, increasing special education costs, and increasing pension payments; (2) The district's instability, past budgeting practices, and tense labor-management relations have created a rocky foundation upon which the district must address its current budget situation; and (3) As compared with neighboring districts, SCUSD spends far more on health care and a smaller share of its budget on salaries for pupil support personnel, teachers, classified instructional staff, and office staff. Many stakeholders agree that the greatest fiscal challenge in SCUSD is the high cost of health care. These challenges are making it harder to retain talented staff and teachers, limiting opportunities for the highest-need students, widening inequities, and reducing public commitment to public education. This study of SCUSD offers considerations for policymakers and lessons that may apply to other districts facing a similarly troubling combination of statewide cost pressures, tense labor-management relations, and high health care costs.